The Power of PLC

The Power of PLC by Sheri Crandall

Have you ever attended a workshop that made you not only want to be a better teacher, but a better person?  Sue Atwater, mentor coach and I had the opportunity to attend the PLC Conference in Minneapolis this summer with some of our HS colleagues. 

From the moment that Dr. Becky DuFour took the stage for her Keynote on day one, until Mike Mattos took the stage for his Keynote and closing speech on the last day, including Dr. Richard DuFour’s Keynote on day 2, I was inspired to be better and do better. 

If you have ever had the opportunity to attend this conference, I’m sure you know exactly what I mean. Becky DuFour set the stage and explained so very clearly how to build the solid foundation of a PLC and what a successful PLC should look like.  She encouraged everyone to NOT settle for “collaboration lite”.

 She talked about the importance of knowing our mission, vision, values and goals.  Why do we exist?  What must we become?  How must we behave and which steps do we take when? 

Mike Mattos discussed when ALL means ALL with such passion that you feel like you are at a church revival.  When he stood on stage and shouted at us, “Who are we to play God?”, he actually made me shake in my seat, yet I found myself nodding along with him.   We cannot allow our students to play the teacher lottery, we must insist that we work together to have success for all students by providing them with a guaranteed viable curriculum.

He encouraged us to make this promise to every parent:  “It does not matter which teacher your child has at our school, if your child needs extra time and support to learn at high levels, we guarantee he or she will receive it.”

Rick DuFour praised American Educators saying that we are the greatest generation of educators yet, but we still must improve, because the consequences of failing to succeed in school have never been more dire.  The gap in earnings between college graduates and HS dropouts is the largest in the industrialized world.  Therefore, we must implement what we know to be the most promising practice.  We must work in collaborative teams interdependently to achieve commons SMART goals for which all member are mutually accountable.  We must focus on the right work. It is obvious what the great Dr. Richard DuFour means by the right work … PLCs.

I could go on and on about the information learned at this conference, but that is not the point of this post.  The point of this post is that we drank the Kool-Aid and we saw the light and we knew we must focus on the right work when we returned to school.   For years we have been committed to blocking out the time weekly to meet in teams, but were we having team meetings or truly PLCing?  We weren’t quite sure where to start or what our next steps might be and we had the honor of working one on one with 2 of the greats:  Rick DuFour and Mike Mattos.  Dr. DuFour sat with our HS team and guided us step by step through what we could do when we returned to school.  We did exactly what he suggested and started by meeting with our HS principal and asking him about his vision and mission.  We, as teacher leaders, set our goal for the HS this year as making the PLC process really work.  We asked our principal to make some commitments to us about supporting and enforcing PLC work, as well as asking our staff to commit to this important work as well.

Due to the new teacher leader grant in our state, we were able to hire a PLC facilitator for each HS department this year.  This PLC facilitator will bring all the PLCs in their department together once a month to discuss curriculum alignment, student struggles, cross department issues and deficits.  Possible guiding questions:  * What are the areas in which our students consistently struggle, and what is our theory regarding why these skills or concepts are proving difficult for them? * What are the obstacles that are impeding progress? *What support and resources can we provide to promote progress? *How can we identify and celebrate examples of progress to build momentum to increase individual and collective confidence about taking on the next challenge? *What do we need to learn individually and collectively to improve upon our ability to help students succeed (What PD do we need to make this happen)?

The focus of our PLCs are 5 guiding questions:   

·         What is it, exactly, that we expect students to learn in our classroom?

·         How will we provide instruction to allow for the most student learning to occur?

·         How will we know when they have learned it?

·         How will we respond when they don’t learn it?

·         How will we respond when they already know it?

It is so exciting to see teams of teachers discussing what they as a group can do to help students achieve.  The paradigm shift from MY students to OUR students.  For those staff members that haven’t had a chance to attend the PLC conference we have made handouts and cliff notes of characteristics of a successful PLC, along with some guiding questions.  For those teachers that are still struggling with writing SMART goals, we offered a Professional Development session taught by our principal, where he broke it down for them step by step.  On our first PD day in August, our principal also led a session where teachers got into teams and ran a practice PLC meeting, as he guided them through the steps that should be seen in a PLC meeting.  We are striving to reinforce and clarify the PLC process that our teachers have started.  We are seeing an eagerness in our staff to improve their PLC work.   

We are off to a great start this year and I think Dr. DuFour would be proud of how our work is progressing.

 

In the meantime, keep up the great work LMHS and

Thanks Dr. DuFour for your hard work and dedication to PLCs and the PLC process, and to your entire team that inspired us this summer.   Not only is Dr. DuFour responsible for our LMHS focus this year, and motivating us, he is responsible for me taking my first selfie.

  

Professional Development that Wins

After 21 years in education, I've spent a fair amount of time in Professional Development settings. Some of those have been more engaging than others.  I am constantly hearing from my colleagues in education about what they do and don't like about adult learning.  As our Teacher Leadership Program begins the second year of implementation, we wanted to focus on activities and learning that fostered trust, teamwork, coaching, and above all a lot of fun.  Filling eight hours is a daunting task. Who really wants to sit in one spot and listen for eight consecutive hours?  Likely none of us.

After a year of focusing on leadership, Cognitive Coaching, and meaningful professional development training,  Erin Watts and I began to map out our Year 2 kick off plans for our full-time coaches.  Our goal was to provide opportunities to collaborate, gain trust, and hone our team work skills.  All while providing relevant material, nuts and bolts of the program for year two, a review of coaching practice and philosophy, and welcoming five new members to our team.  WOW. Cramming that into one professional day seemed IMPOSSIBLE.

To launch our day,  we started with a TRUST BOOT CAMP.  The four station event was comprised of a trust walk with planks, a hoola hoop relay, pantyhose bowling, and a bean bag toss.  The premise of each station was for your team to complete the goal together in the least amount of time.  Times were compiled to see which team/group had the overall best time.  I struggle to find words to describe the essence of the day.

It was MAGNIFICENT.  

We saw PRODIGIOUS teamwork, MELLIFLUOUS cheering, and heartfelt COMPANIONSHIP. 

Teacher Leaders at Linn-Mar  PD day, August 13th, 2015

Todd Lane calls upon his past gymnast skills during a game of pantyhose bowling.

Teacher leaders@ Linn-Mar participating in bean bag toss and pantyhose bowling.

After a year of building our plane while flying, it actually felt like we were flying.  The greatest moment; the joy and laughter on the faces of our teacher leaders.  PRICELESS.

Ryan Gotto, Sue Atwater, Dana Lampe, Nicole Redington, and C. J. McDonald master the art of the Trust Walk.

After debriefing about our game experience, Erin planned several Ice Breaker activities in between the housekeeping items, and intense material.  It was a winning combination of activities. We provided opportunities for our coaching to partner up in trios or pairs and read, discuss, and practice coaching.  I saw conversations and ideas happening all over the building, in the nooks and crannies of the halls, and in our parking lot.  They were INVESTED. INTENTIONAL. INSPIRED..........and SO WERE WE.  

Jessica Zimmerman, Kim Ophoff, and Beth Hayes engaged in a Cognitive Coaching conversation at a recent PD Day.

Local Field Trip Provides Students a Window to the Past

Students from Excelsior and Oak Ridge visiting Usher's Ferry

Planning lessons for your classroom each day can be a challenge.  Planning an educational field trip off campus for 548 middle school students can be equally demanding.

Students from Oak Ridge Middle School and Excelsior Middle School had the unique opportunity to experience life in the mid-to late-1800s, just like the character Tom Sawyer did in the novel, The Adventures of Tom Sawyer by Mark Twain.  Students read the novel prior to their trip to Ushers Ferry and teachers talked about the background of the author and the time period, but those lessons really came to life when they traveled to Ushers Ferry. The staff at Ushers Ferry did a wonderful job of helping Literacy Teachers Julie Pfeiffer, Christy Good, Ryan Shaffer, and Instructional Coach Nicole Redington determine the activity and learning stations to offer as well as work out the details of taking all 7^th grade students in the Linn-Mar District through Ushers Ferry over four days. 

Teachers led groups of students around the town and helped make the days even more fun by leading games over lunch and had a great time with the students. With the help of Karla Terry and volunteer coordinators, parent volunteers accompanied students throughout the village and were a monumental help with running some stations. One of the favorite stations parents helped at was the old-fashioned games station. Students played old-fashioned games like jacks, graces, badminton, Annie Annie Over and three-legged races.  Annie Annie Over was a particular favorite! Another station that was a hit was the butter-making station, and Mentor Coach Jennie Lorenzen became an expert at teaching students this particular skill! 

Ann Cejka and Kathy Scanlon from Ushers Ferry both gave students a taste of what it was like in a one-room schoolhouse in the 1800s, having students solve sample math problems, recite spelling words, and practice manners. Students also got a small taste of some of the discipline Tom Sawyer experienced at the hands of his teacher, Mr. Dobbins, by standing with their nose touching a circle on the chalkboard and wearing a dunce cap in the corner of the room. Students took a tour of the lower village, receiving information about town life in general at the time, and they learned about the importance of the river in the transportation of goods, people, and ideas. 

Instructional Coach Nicole Redington gave information about medical practices in the 1800s, such as tonsillectomies (students agreed that they are glad of the surgery practices today) and herbal medicines. Students were able to smell some of the herbs commonly used in medicines, and none of them were ones students thought particularly enjoyable! 

Linda Starbuck demonstrated woodstove cooking, and Mike Duss demonstrated blacksmithing. Both had a wealth of knowledge about the time period and about their particular area of expertise, and had students thoroughly engaged! Students had a great time at Ushers Ferry, and they were able to gain valuable insight about the town life Mark Twain described in The Adventures of Tom Sawyer.  This real world experience helped Linn-Mar students relate in a personal way to events of the past and promoted a deeper understanding of the novel, the content, and the time period.

Far-A-Way Friday

Do you ever need to get away from it all?  Students at Wilkins Elementary have used their research skills to virtually learn and travel to far away places this spring.  In order to accomplish this inquiry based learning project, the fifth grade teachers needed some time for planning and collaborating.   The team met with their building instructional strategist, and talked through some goals for students and the project.

Last fall, the teachers worked together to reach a common goal and use a common assessment.  The purpose and goals of the project were to have the students pick a place in the world or country to study.  Fifth graders had specific criteria to find in order to meet the standards, but they were able to apply these skills to a place they were interested in learning more about.  For example, students needed to find the latitude and longitude of their place as well as discover important landforms and bodies of water.  

     The teachers worked together to decide on ways the students should present their information.  Some students chose a travel brochure, poster, and some even created power point presentations. 

Students were learning and applying many necessary literacy skills such as: reading, writing, speaking, and listening.  The travel projects have been a success for the teachers and the students. 

Collaboration is such an integral part of successful teaching and learning.  The fifth grade teachers successful planning of their travel project has had an impact on their students in the classroom. 

Technology Motivates Students

Technology Integration Coach, Karla Koenen has spent some time in fourth grade at Wilkins Elementary.  She has been working with teacher, Krystal Austad, brainstorming ways to motivate one of her students to complete work, participate, and find enjoyment at school by utilizing an iPad.

This student had the knowledge and content understanding, but needed some motivation and alternative methods to produce the work.  Krystal contacted Karla to see if there was something she could recommend.  Karla and Krystal spent some time conversing, and brainstorming ideas to help this student complete work, in a “paperless” way.

The Technology Coach created a way for the student to access math, science, and social students via Google Drive.  The student is now completing work in these subjects on the iPad.  By utilizing Google Drive, the student pulls the PDF files into an app called “Explain Everything,” and then can write on the work, record voice, etc. 

When the work is complete, it can be turned into the teacher through Google Drive.  The classroom teacher also found a solution for the student to complete daily writing, and several of the JOURNEYS reading assignments on the iPad. 

The student also takes all of his spelling tests on the iPad using the word app.  The teacher was able to turn off all spelling predictive help so the student couldn’t “cheat.”  The student can then save work in One Drive on the iPad and share it with the classroom teacher through One Drive.

Karla and the classroom teacher have also set reminders to use the restroom and to get drinks) on the iPad.  The student now performs these tasks independently.  Previously an educational associate had to prompt the student to accomplish these tasks.  This collaboration has resulted in the teacher turning the learning over to the student.  It has been powerful.

When I visited Krystal's classroom and met the student, he was quick to tell me how this process has made his task completion and organization more manageable.  The student willingly shared a recent math test and showed me how simple it was to upload to a shared folder with his teacher.  I was impressed with his level of independence, and the pride on his face spoke volumes. 

To accomplish the complete implementation of this learning plan for the student, it took collaboration between Mrs. Austad, Mrs. Koenen, Mr. Zimmerman, the building principal, and the student support services teacher, Rachel Trappe.  Rachel was a key player in writing the grant that helped with funding for the Ipad.  Mrs. Austad also had the support of  the student’s one on one associate and the student’s family so that they could provide support in the completion of homework at home.

When asked to reflect on this collaborative work, Krystal stated, “I am proud of the work that I was able to do with Karla for this student. We met frequently and I had a running list of questions to ask her and things that I wanted to learn more about. Karla was a wealth of knowledge and I was an eager student wanting to learn more and more! I am thankful for these leadership positions!”

Thank you Krystal, for sharing your coaching and collaboration experience with us!  

Be Willing to Ask the Questions that Generate New Thinking

"Children are the Priority.  Change is the Reality.  Collaboration is the Strategy."
~Judith Billings
Washington State Superintendent

Professional Development is an opportunity for teachers to revisit and continue work on district initiatives and goals they have been focusing on throughout the school year.  Finding training that motivates teachers during the month of May can be tricky.  It is a hectic month for principals, teachers, and schools.  Trying to wrap up the school year, meet testing deadlines, fill out report forms, pack up your classrooms, and send students home for the summer can be overwhelming. 

On May, 11^th, Linn-Mar had the privilege of hearing Sarah Brown Wessling speak to our staff.  This was the first time in a decade that all our schools K-12 gathered together for the same keynote speaker. 

Sarah Brown Wessling shared with us honestly and openly.  It was crystal clear she has a passion for her students’ learning as well as her own learning.  She is 100% committed to making learning meaningful for all students, and making positive changes to the profession.  She shared lessons learned, and struggles she has faced in the classroom.  She offered up something far more valuable than advice.  She reminded us that we hold the keys to our success.  She affirmed what we already know:  there is no secret potion, bill, law, curriculum, test, or program that can make students learn better.   Sarah stated that formulas create standardization, similar to a paint by number, where artists create masterpieces.  What may appear chaotic, is deliberate, precise and carefully designed.

If we want to collectively improve education as a whole, we have to ask each other tough questions, collaborate, and work to improve our craft.  We have to “coach” each other.  That means we don’t tell each other what to do.  We listen.  Ask GREAT QUESTIONS.  LISTEN some more.  ASK MORE questions.   As leadership is being implemented and defined in our state we have an opportunity to truly change the face of education.   

Sarah Brown Wessling spent time speaking to our K-12 staff and then visited with our full-time teacher leadership staff.  We had several questions for her.  What impressed me the most about our time with her was how she responded to our questions.  She spent a fair amount of time asking us question back.  She reminded us we hold more capacity than we often give ourselves credit for.  She told us that teacher leadership is born of great teaching. 

Whether a teacher has taught one year or thirty years, one knows enough to know it is hard.  Subject matter and grade level do not trump the level of difficulty.

Art. Music. Biology. Elementary.  Secondary. 

All subjects are different. 

All grade levels are challenging. 

We need to remain optimistic, and efficacious in our ability to move our students beyond their current reality.  She reminded us to draw upon our strengths as classroom teachers and bring our very best to our current roles.  She painted a door for us to open and walk through. 

Her speech was a perfect way to help our teachers feel motivated to make a strong finish this school year.

Key Points shared with our Coaches:

• What do students need to learn?
• What is the best way to teach them?
• Bring the best skills of your teaching to your current role
• Give yourself permission to make mistakes and share what you learned 
• Reframe your thinking:  we are all LEARNERS
• Our job is not to tell others what they should/shouldn’t do.  Our job is to ask really tough questions.
• Release learning to our students- Can they do some things on their own?
• No magic secret of how to be a teacher… we should be sharing and collaborating and asking questions to make our practice better.

It is clear that Sarah Brown Wessling embraces the role of teacher with her whole being and she wishes that for all teachers.  I’m quite certain she made an impact on Linn-Mar Staff.  Thank you for collaborating, consulting, and coaching us.  I like to also send a shout out to Sheri Crandall, Jeff Frost and the High School Cadre for organizing and arranging this opportunity for our staff.

Cultivating Writers

The most difficult and complicated part of the writing process is the beginning.

~A. B. Yehoshua

Spring is the perfect time of year to think about what flowers and vegetables to grow in your garden.  It is also the perfect time to celebrate student’s growth and cultivate new learning.

Natalie Shaffer, 5^th grade teacher at Linn-Grove Elementary recently provided a 5^th grade Writer’s Workshop Conference for some students.  After working with Mentor Coach, Carol Kesl, they created a crime scene for students to write mysteries. 

Students traveled by bus from Linn-Grove to the Learning Resource Center on Linn-Mar’s main campus.  Students entered a room with clues and objects to observe.  This activity provided students with the challenge of drawing inferences from the scene and then creating a story that explained how they believe a make-believe crime happened.

The Door to the Crime Scene.

 According to Carol and Natalie, the scenarios were phenomenal.  The students far exceeded the teacher’s expectations.  The students drew so many inferences from the clues and came up with realistic stories and explanations. 

Students showcasing their writing skills.

Next, students had the opportunity to rotate through several centers that focused on different writing skills.  To end the writing conference, student’s acted out a reader’s theater to help them to work on the trait of voice.  Natalie’s mom joined the class and face painted the students for their grand performance.  As the students performed, Natalie recorded the performance so it can be shown to the entire fifth grade classes. 

The grand finale.