all things
PLC M A G A Z I N E Volume 6, Issue 01
all things
PLC M A G A Z I N E
Vo l u m e 6 , I s s u e 1
Features Resistance, Roadblocks, and Red Herrings Jason A. Andrews How to respond when educators are resistant to the
10
PLC process.
Building Student Achievement and Faculty Morale With PLCs Jill Ackerman, Tony Flach, Teresa Gantz, and Douglas Reeves
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Lima City Schools are beating the odds with their productive collaboration.
The Testing Stress Mess & What PLCs Can Do to Help Martha Kaufeldt Useful tools to help students manage the stress of big tests.
Leading With the Power of Formative Practices Kim Bailey and Chris Jakicic The importance of school leadership utilizing formative practices to maintain PLCs.
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To o l s & R e s o u rc e s fo r I n s p i ra t i o n a n d E xce l l e n ce
First Thing
4
Authentic alignment.
ICYMI
7
In case you missed it.
FAQs About PLCs
9
What are the characteristics of effective interventions?
Learning Champion
17
Sarah Stobaugh, on a mission.
Case Study
30
A priority school becomes a Model PLC.
Words Matter
41
What is collective inquiry?
Skill Shop
42
Are we focused on the right work?
The Recommender
45
Mathematical instructional routines for fluency.
Research Report
46
Teacher autonomy and collaborative culture.
Why I Love PLCs WIN today with collaborative teams.
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Effective Interventions
Q: What are the characteristics of effective interventions? A:
For an intervention to be effective, it must align to all of the following characteristics. • Systematic: An intervention is systematic when the school can guarantee that every student who needs a specific intervention receives it. This requires the school to have a systematic way to identify every student who needs the intervention, regardless of what teacher he or she is assigned to for core instruction. The school also has to create a master schedule in which every student can receive the help— during the school day—without missing new instruction on essential standards. Finally, the school needs to allocate the resources and staff to meet the needs of all the identified students. • Research based: There must be research showing that the intervention has a high likelihood of working or evidence that the intervention is currently working for a vast majority of students currently in the intervention. In a perfect world, a specific intervention would have both. • Targeted: Interventions are most effective when targeted by student, by standard. This is why answering PLC critical question one is so important to effective interventions. When a school fails to get focused on exactly what
students must learn, it ends up using broad indicators to identify and group students for intervention—such as report card grades, universal screening results, district benchmark tests, and state assessments. These assessments measure multiple learning targets, so students might score below proficient for multiple reasons. As a result, the educators responsible for leading the intervention cannot target instruction for the intervention because the students identified share the same symptom (failing the test or class) but not the same cause. • Timely: Teachers should not allow students to struggle too long before assisting them. The longer students are allowed to fail, the deeper the academic hole they dig and the harder it will be to get them out. A school should have a systematic process to identify students for interventions at least every three weeks. • Administered by a trained professional: The effectiveness of any intervention is directly linked to the competency and expertise of the adult leading it. As a general rule, the greater the need of the students in the intervention, the greater the need for an expert interventionist in the targeted area of need.
• Directive: Students must be required to attend in the same monitored and timely fashion that student attendance is required and monitored in regular classroom instruction. When interventions are optional, usually the only students who take advantage of the support are those already succeeding, and the last students to attend are the most at-risk and in dire need of support. If a school claims its mission is to ensure all students learn at high levels, it cannot allow some students to choose to fail. When a specific intervention aligns to all these traits, it will be highly effective at meeting the targeted outcomes. Have a question about PLCs? Check out Solution Tree’s effort to collect and answer all of your questions in one great book: Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work™ by Mike Mattos, Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas W. Many. This question and answer are in chapter 5, “How Will We Respond When Some Students Don’t Learn and When Some Do?”
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Building Student Achievement and Faculty Morale With PLCs Jill Ackerman, Tony Flach, Teresa Gantz, and Douglas Reeves
W
ell before the global pandemic, Lima City Schools
lenges of low achievement and waning faculty morale are
was beating the odds. As a high-poverty school
often great in high-poverty systems, and those challenges
system, its educators and leaders know they face great
grew astronomically during the pandemic. But despite
challenges in helping students achieve the educational
these extraordinary challenges, Lima City Schools has
equity and academic excellence that are at the core of
emerged with greater achievement and improved faculty
the district’s value system.
morale. An important part of this success is due to the
The district has long been an advocate of Professional Learning Communities at Work. Nevertheless, the chal-
fact that teachers and leaders collaborated to dramatically improve the productivity of their team meetings. Volume 6, Issue 1/AllThingsPLC Magazine
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Schools also deliberately includes students. For example, the Lima Senior High School entrepreneurship classes provide models of multidisciplinary expertise, bringing together student performances in literacy, graphic arts, social studies, and mathematics. In the post-pandemic era, student leadership is especially important, as in many schools around the nation the challenges of academic achievement rely heavily on improved student engagement and discipline. These are qualities that rest not only on teachers and administrators but also on student leadership.
Focus on Success When faced with chronic absenteeism and behavioral disruptions, it is easy for teachers and leaders to become distracted from the primary focus on student success. Students in Lima face significant challenges inside and outside of school, often the result of poverty, violence, and family disruptions. Even the basics of getting to school, completing work, and engaging in class can be overwhelming for some students. But because the district has maintained a priority on student success—academically, emotionally, and psychologically—students and staff are able to have a sense of resilience and perseverance that has made the difference between success and failure.
Continuing the Journey The challenges of poverty are not going to evaporate as the pandemic eases. Lima City Schools faced enormous challenges well before the pandemic and continues to face those challenges today. But with a laser-focus on student well-being and success, a deeply held tradition of collaboration, and a bone-deep belief in the ability of teachers in a professional learning community to make a difference, students can look to a far brighter future.
References DuFour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at Work. Bloomington, IN: Solution Tree Press. DuFour, R., & Reeves, D. (2016). The futility of PLC Lite. Phi Delta Kappan, 97(6), 69–71. JILL ACKERMAN is the superintendent and TERESA GANTZ is director of school improvement of the Lima City Schools District. TONY FLACH and DOUGLAS REEVES are partners with Creative Leadership Solutions (CreativeLeadership.net). Reeves is the author of Achieving Equity and Excellence.
Discussion Questions 1.
What actions represent evidence of a culture of great teams?
2.
In what ways could your team involve students and promote student leadership?
3. What elements of your PLC determine the difference between success and failure?
Volume 6, Issue 1/AllThingsPLC Magazine
15
The
TESTING
STRESS
& What PLCs
MESS
Can Do to Help Martha Kaufeldt
We live in a test-conscious, test-giving culture in which the lives of people are in part determined by their test performance. —SARASON, DAVIDSON, LIGHTHALL, WAITE, AND RUEBUSH (1960)
In the United States and developed countries around
administrators. Educators feel an inordinate amount
the world, high-stakes tests have become an inte-
of pressure to make sure their students excel on
gral component of educational systems. Placement
exams, both to show student achievement and to
tests may be given for kindergarten entrance, and
demonstrate teacher competence. What was once an
an assortment of aptitude and achievement tests are
instrument to assess mastery of specific course con-
administered every year to millions of students all the
tent or grade-level achievement has now morphed into
way through graduate school. But the original focus
a “high-stakes” tool that can be wielded to reward,
for high-stakes tests—to assess student learning—
punish, evaluate, and be representative of an entire
has shifted to one of accountability for teachers and
school, district, or state.
Volume 6, Issue 1/AllThingsPLC Magazine
23
variety of test questions and reading passages and approach tests with a greater degree of confidence. Many researchers agree that students’ success in school and on tests is directly tied to their vocabulary knowledge (Davies, n.d.; Levine et al., 2020; Marzano, 2020). Academic vocabulary, also referred to as Tier 2 words, includes many process verbs in text passages and instructions, such as summarize, classify, and investigate. Tier 1 words include basic concrete words of everyday life that most students learn through conversations with family, friends, and caregivers (for example, clock, baby, house, and family). Tier 1 words are taught as basic sight vocabulary and are generally simple and do not express complex concepts or abstract ideas. Tier 3 words include subject- or domain-specific vocabulary, made up of highly specialized words. Students need to acquire specific vocabularies in each subject in order to understand the content of these various disciplines (Beck, McKeown, & Kucan, 2013). Teachers in collaborative teams can work together to explicitly teach and assess the acquisition of key academic vocabulary. De-Stress the Test (Kaufeldt, 2022) lists fifteen evaluative or task-based verbs and their definitions. The list is based on an analysis of the words likely to appear in question stems, answer options, and test directions in grades 3–12.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 28
Analyze: Break down into parts; critically examine each of the facts. Compare: Identify how the facts or ideas are alike or similar. Contrast: Identify how the facts or ideas are different. Define: Set forth the meaning or make something clear. Discuss: Present a detailed argument or consideration. Evaluate: Determine the value, significance, or worth of something. Identify: Establish and point out the essential characteristics of something. Illustrate: Make clear by citing examples or use images to explain something. Infer: Draw a conclusion based on given facts, generalize, or read between the lines. Interpret: Present the subject at hand in understandable terms. Justify: Show or prove to be right or reasonable. Sequence: Arrange in a meaningful order, from beginning to end. Summarize: Explain or make a short statement about the main points, considering the who, what, when, where, why, and how. Synthesize: Combine various parts to create a more complex product. Trace: Follow.
AllThingsPLC Magazine/Volume 6, Issue 1
An expanded list of critical academic vocabulary is included in De-Stress the Test and is available as a reproducible page at https:// cloudfront-s3.solutiontree.com/pdfs/Reproducibles_DT/criticalacademicvocabulary.pdf. Explicitly teaching academic vocabulary “is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school” (Marzano & Pickering, 2005, p. 1).
Conclusion Helping students prepare for high-stakes assessments goes beyond teaching academic content. Focus on designing positive protective factors to prevent stress as well as teaching strategies for how to manage stress when it occurs. Teachers must examine everyday stressors that students might encounter at school, and especially during testing, that might be modified to help reduce stress responses. Promoting a brainfriendly classroom environment will help create those critical positive protective factors that can make a huge difference for students during the learning process. This will ultimately help them feel more prepared for high-stakes tests. Developing a repertoire of mindfulness practices will help students manage the test stress more easily. Students will benefit by learning explicit stress-reduction techniques. Mindfulness can help students think more clearly and avoid just reacting to high-stress situations. It is a skill that can help students deal with stress and pressure, both in and out of the classroom. MARTHA KAUFELDT, MA, is a veteran teacher, professional development specialist, and an author. Since 1984, her specialty has been interpreting and applying educational neuroscience into classroom practice. Martha has also served as a district staff development specialist and gifted education program director.
Discussion Questions 1. What are the most common triggers of stress in your classroom? 2. Apply one of the strategies for helping students manage stress. What were the results? What feedback did you get from your students? 3. Which strategies will you use to help your students develop self-efficacy?
References American Institute of Stress. (2012, August 10). Take a deep breath. Accessed at www.stress.org /take-a-deep-breath. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York: Guilford Press. Davies, R. (n.d.). Vocabulary is destroying your test scores. Here’s how to fix it! Accessed at www.differentiatedteaching.com/ how-vocabulary-is-destroying-your-test. Dweck, C. S. (2016). Mindset: The new psychology of success (Updated ed.). New York: Random House. Fulton, B. A. (2016). The relationship between test anxiety and standardized test scores [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies Collection. Accessed at https://scholarworks.waldenu .edu/cgi/viewcontent.cgi?article=3361&context =dissertations. Kaufeldt, M. (2022). De-stress the test: Brain-friendly strategies to prepare students for high-stakes assessments. Bloomington, IN: Solution Tree Press. Levine, D., Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R. M., deVilliers, J., et al. (2020). Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS). Early Childhood Research Quarterly, 50(1), 114–128. Marzano, R. J. (2020). Teaching basic, advanced, and academic vocabulary: A comprehensive framework for elementary instruction. Bloomington, IN: Marzano Resources. Marzano, R. J., & Pickering, D. L. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD. Sarason, S. B., Davidson, K. S., Lighthall, F. F., Waite, R. R., & Ruebush, B. K. (1960). Anxiety in elementary school children: A report of research. New York: Wiley. Segool, N., von der Embse, N., Mata, A., & Gallant, J. (2013). Cognitive behavioral model of test anxiety in a high-stakes context: An exploratory study. New York: Springer Science + Business Media.
Volume 6, Issue 1/AllThingsPLC Magazine
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Empower learners to master essential behaviors “Behavior Solutions is the most comprehensive handbook for teaching behavioral expectations. This masterpiece brings clarity, coherence, and concrete tools to the PLC and RTI processes.” —Joe Cuddemi, educational author, presenter, coach, and consultant
“Behavior Solutions is a book that all educators should read and work through to help all of their students succeed.”
“This is a must-have resource for any school striving to improve academic and social behaviors, which is every school!” —Edward Gigliotti, school counselor and adjunct instructor, Pepper Drive School, California
—Benjamin Kitslaar, principal, West Side Elementary School, Wisconsin
“The authors provide tools, questions for teams, and troubleshooting tips. This book addresses timely topics that challenge school teams, while providing a blueprint for a PLC.” —Steven Weber, associate superintendent for teaching and learning, Fayetteville Public Schools, Arkansas
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Words Matter What Is
COLLECTIVE INQUIRY? Collective inquiry means learning together. It is the process of building shared knowledge by clarifying the questions that a group will explore together. In PLCs, educators engage in collective inquiry into more effective practices by examining both external evidence (such as research) and internal evidence (which teachers are getting the best results). They also build shared knowledge regarding the reality of the current practices and conditions in their schools or districts. In a PLC, we do not make decisions by averaging opinions, guessing, or defaulting to “This is how we have always done it.” We are professional educators. The very definition of a profession is a job that requires special education, training, or skill and that includes the use of accepted best practices. Members of a profession are expected to know and apply these practices on behalf of their clients—in this case, students. Because education research continues to grow and evolve, educators within a school must learn continuously to achieve higher levels of learning for students.
?
?
? ?
?
, ound ight s m a ? e k r o n id s it w OD a nal t doe u W GO b O uctio , r H s t s e R Y in “ E , y T AT know om, m ollect NO M ant to lassro w c s y r ten c e m ect ition als of ff earch ip a c ly in pract e rly res d pr la n o ositiv a PLCs h p c s it r akes but s Can ache m , e t ls T a o ” to o wh ice? riefly er sch rstanding pract you b m oth e e o d r . c f n e u u s ic introd storie tes to pract ers n will ntribu Cs in o m L ymak c u P c l t li o o u o c o p als s b i d a h ively, ch s an tive. T effect ague esear e r e r ll effec y o o r c a m h mpor work is wit conte PLCs nops y e s wn. k a is th your o to m n w o o Share e h r r o onde arn m who w eeper to le ig d and d
TEACHER AUTONOMY AND
COLLABORATIVE CULTURE
DISTINGUISHABLE YET INTERRELATED Heather K. Dillard
The Study Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106. Teacher autonomy and collaborative culture are rarely viewed as symbiotic entities. On the contrary, the desire for autonomy is frequently used as an excuse to avoid working collaboratively. This research article provides support for the simultaneous presence of teacher collaboration and autonomy in promoting innovation in schools. The team of researchers gathered data from the 2018 Teaching and Learning International Survey in an effort to answer research questions on the relationships among teacher autonomy, collaborative culture, and collective teacher innovativeness. Teacher autonomy was defined as the “teachers’ degree of given professional discretion” (p. 2). Innovative behavior was stated as a “self46
AllThingsPLC Magazine/Volume 6, Issue 1
initiated process of generating, promoting, and realizing change” and was conceptualized as teachers’ “receptivity, openness, and willingness to adopt change” (p. 1). In total, the researchers analyzed data from 241,426 teachers from 15,672 schools in 48 countries. The Findings Results of this study stated, “While teachers’ individual perceptions of collaborative culture increased, the perceptions of their own autonomy tended to increase, and vice versa” (p. 7). In looking at results from both the teacher and the school levels, “a culture of collaboration between and among teachers and other actors in schools does not preclude teachers’ classroom autonomy” (p. 9). It was speculated that teachers’ ability to participate in shared decision-making in the school increased their perception of autonomy. This, in turn, increased their likelihood to
Research Report “get involved and share responsibilities for school-wide issues,” making autonomy and collaboration “two distinguishable albeit interrelated constructs” (p. 9). Additionally, a “strong positive relationship between collaborative culture and collective teacher innovativeness” was also present (p. 7). When teachers “worked in a highly collaborative school environment [they] tended to be more innovative” (p. 8). The level of collective teacher innovativeness was found to be “considerably higher when the overall participation in professional learning increased as a whole in that school” (p. 8).
Tight Elements of a PLC All teachers will take
Teacher teams have the
collective responsibility
freedom to develop the
for student learning rather
norms that govern their
than work in isolation.
collective work.
All teams will create and
Teams have the freedom
implement a guaranteed
to determine the content
and viable curriculum for
of the units. This includes
each unit of study.
choosing which items to teach and how to
Implications for PLCs The concept of loose and tight leadership is found throughout Professional Learning Communities at Work literature. Schools that embrace this leadership style provide “the most fertile ground for cultivating PLCs” (DuFour, DuFour, Eaker, Mattos, & Muhammad, 2021, p. 77). By tightly holding to the shared purpose and priorities of the school, as well as the expected day-to-day parameters of the PLC, leaders can loosen their grip on how teachers teach the content. By creating a loose and tight culture, the teachers are provided with “tremendous latitude for individual and collective innovation, empowerment, and autonomy” (DuFour et al., 2021, p. 77). Too often, when rules are created, those who are being governed focus more attention on what they cannot do than on what they can do. The rules feel like punishments rather than provisions for their safety and success. Leaders should explain the loose and tight elements of a PLC and help their staff understand the freedoms they are provided within the PLC structure. When school leaders allow their teacher teams the autonomy to act in these ways, teachers will then begin to trust the PLC process. As a result, their willingness to innovate will increase. Acting on the evidence they have gathered, teams should implement new strategies and ideas to further student learning. This will produce additional data that can then be analyzed to inform the next cycle of continuous improvement. When the school culture welcomes innovation through experimentation among teacher teams, the fullest benefits of teacher autonomy and collaborative culture will be realized. Reference DuFour, R., DuFour, R., Eaker, R., Mattos, M., & Muhammad, A. (2021). Revisiting Professional Learning Communities at Work: Proven insights for sustained, substantive school improvement (2nd ed). Bloomington, IN: Solution Tree Press. HEATHER K. DILLARD, associate professor at Middle Tennessee State University, teaches the Schools as Professional Learning Communities course in the Assessment, Learning, and School Improvement Doctoral Program.
Loose Elements of a PLC
teach them. Teams will monitor student
Teams have the freedom to
learning with frequent,
determine the content and
team-developed common
structure of their common
formative assessments.
formative assessments.
Teams will use the
Teams have the freedom
results of the common
to analyze their data and
assessments to improve
use it to determine their
their individual practice,
strengths and weaknesses.
build the team’s capacity
Teams have the freedom
to achieve its goals,
to determine the needs of
and intervene or extend
their individual students.
learning on behalf of students. The school will provide
Teams have the freedom
systematic interventions
to determine how to
and enrichments.
remediate and enrich their students.
Source: DuFour et al., 2021, p. 54.
Why I Love PLCs WIN Today With Collaborative Teams JERROD DASTRUP A team, as defined by the late Dr. Rick DuFour, is “a group of people working interdependently to achieve a common goal for which members are held mutually accountable.” Gone are the days of educators laboring in isolation while attempting to meet each student’s differing needs. Today, educators at all levels and in all curricular areas “co-labor” to ensure that those needs are met. Teams don’t win championships due to the efforts of one individual. Like sports teams, teams of educators understand that (student) success is achieved when each member of the team contributes to the work of the team and welcomes and supports the contributions of the other team members. Successful teams have a common goal, and team members hold each other mutually accountable. Championships (and student achievement) are won due to the collective capacity and commitment of each person on the team. The power of “we” turns a group into a team. At Uinta Meadows Elementary (UME), we believe that “we” is the winning formula for our students. In his 2010 book, All Systems Go, Michael Fullan called collective capacity a hidden resource that “generates the emotional commitment and the technical expertise that no amount of individual capacity working alone can come close to matching.” It is my firm belief that highly effective collaborative teams that function within a PLC yield the highest levels of collective capacity teachers can attain. This empowers teachers to fulfill our UME vision of “Every Student, Every Day.” 48
In my journey as an elementary school principal, I have seen the power of teams of teachers collaborating to support the students of not just their individual classrooms but also of the entire school because they believe that each student is their student. Collaborative teams are a fundamental building block of PLCs. I invited members of the UME staff to share their thoughts about the value of PLCs. Following are a few of those thoughts. Jenny Day (second-grade teacher) said, “I love PLCs because they provide a team of invested stakeholders a way to contribute their ideas and receive the ideas of others in order to ensure the success of all students in a way that even the best teacher cannot do alone.” Austin Moon (first-grade teacher) said, “I love PLCs because they give teachers a common time to work together as a team for the benefit of the children. The more we meet in our grade-level teams, the more we want to meet to plan effective instruction, assessments, and interventions for our students.” Becky Symes (instructional coach) said, “Through the PLC process, I have come to realize that we stand on the shoulders of our teams. I am smarter because of the people in the room. Together we can ensure that all students learn at high levels. What a daunting endeavor to even think about taking on alone.” Chris Weiss (kindergarten teacher) said, “Being a part of a true PLC has just flat out made me a better educator.
AllThingsPLC Magazine/Volume 6, Issue 1
I see the growth I have made during the process, and I really am amazed by the change (for the better!) in my pedagogy. Top to bottom. It has changed everything about the way I teach and view my job. And above all, it has allowed me to better help the kids who walk through my door every single day.” As for me, I love PLCs because they provide schools and systems with a systematic approach to ensuring high levels of learning for all students. The PLC process continues to transform UME from a good school to a great school. Our school motto is “WIN (What I Need) Today!” The PLC process is a proven winner. When teams are functioning at high levels, kids are winning, and it’s always about the kids!
JERROD DASTRUP is principal at Uinta Meadows Elementary School in Evanston, Wyoming, which he helped lead to a Model PLC School status in 2020. He is passionate about the PLC at Work process and specializes in motivating and supporting teachers and administrators in the areas of PLC, RTI, school culture, and data analysis.
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PLC M A G A Z I N E Vol ume 6, Issu e 01
“
This magazine helped reinforce the importance of well-functioning PLCs in our district.” —Virginia Bennett, executive director of academic support services, Bulloch County Schools, Georgia
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