PLC Purposeful Work – Tight and Loose Expectations
Tight/Critical Focus Areas / Loose/How a PLC AccomplishesWHAT DO WE EXPECT ALL STUDENTS TO LEARN?
· Continually review your GLB’s and Components for adjustments to them, your instruction, and/or assessments – aligned to Iowa Core / · Instruction is an individual determination based on student needs and current skill levels
· Common Summative Assessments should be in place so data can be more easily analyzed / · Teams choose the format and grading criteria for each assessment
· Discuss grading practices and how you can be more consistent / · Teams describe what a 1-4 should look like based on grade level descriptors
· Analyze student data on an on-going basis and report out monthly on student progress / · Teams choose which data to track based on SMART Goals and how to display the data
· Discuss successful teaching practices aligned to your curriculum and assessments / · Instruction is unique and determined by individuals based on student needs
· Visit and collaborate with other district teams to gain new perspectives
· Follow approved district assessment calendar for building-wide assessments / · Classroom instruction and assessments given based on pacing guides of classroom teachers
· Utilize quality instruction as outlined in the “Tool for Improvement” and the Characteristics of Effective Instruction / · Specific instructional strategies are individual to teachers and supported by research/proven techniques
· Utilize the expertise of the Instructional Coach for additional support
HOW WILL WE KNOW WHEN THEY HAVE LEARNED IT?
· Analyze student work to address knowledge gaps / · Teams choose protocol and what student work to analyze
· Collect and analyze formative data on an on-going basis / · Teams determine which data points to collect and analyze and determine format for reporting
· Discuss and analyze GLB data around Learning Targets and reported on the report card / · Learning Targets are determined based on GLB’s by the team.
· Visit and collaborate with other district teams to gain new perspectives
· Create formative assessments as a team
HOW WILL WE RESPOND WHEN THEY DON’T LEARN?
· Discuss data aligned to SMART Goal and GLB’s by using a data wall / · Teams determine the format and how to report out this data
· Share and discuss successful instructional techniques to assist struggling students / · Determine essential resources needed to maximize instruction
· Provide differentiated support to students / · Determine interventions/differentiated approaches to assist struggling students
HOW WILL WE RESPOND WHEN THEY ALREADY KNOW IT?
· Analyze GLB data to determine level of rigor of written curriculum and enacted curriculum / · Utilize assessment practices to inform your instruction before assessment
· Analyze student work to address levels of thinking and adjust if not rigorous enough / · Review rubrics and/or learning maps to determine increased expectations for students
· Collaborate with the TAG Department to expand learning experiences
· Utilize the Instructional Coach for support