RSA#2: A Team Approach to Using Student Data

http://allthingsplc.info/pdf/articles/wilhelm_atplc_article.pdf

RSA#2: A Team Approach to Using Student Data

“The word goal can mean many different things to different people within an organization” specifically defining what a school is trying to identify can put a team on the right path (DuFour, DuFour, Eaker & Many, 2010, p 157). The clarity needed to demonstrate successful team accountability and evidence of learning is found through SMART goals (Strategic and specific, Measureable, Attainable, Results oriented, Time bound).  This idea of SMART goals takes broad district goals and conveys personal indicators to work on for small celebrations as well as long term ideas.  In congruence with these established goals set by a PLC, is then utilizing common assessments and then notably evaluating the data to identify when a determined goal has been reached.  

Within the article, A Team Approach to Using Student Data, it again discussed the benefits and why a PLC’s should use SMART goals, yet more specifically it highlighted the idea of translating a SMART goal into a SMARTer and then ultimately the SMARTest goal through specific data results. According to Terry Whelheim, “For educators, a better way to evaluate a SMART Goal is “by the numbers”- the actual number of real students, not percentages”. The reasoning behind this was simple, to then bring to life the student identities that didn’t make the established goal and then launching plans of action (interventions) for meeting the needs for success to be identified on the next given assessment.

The similarities among both resources focused on stressing the importance of building a results-oriented culture and a balance between attainable, short term goals and long term, stretch goals that push for significant change. In addition both resources emphasized the idea of using common assessment such as benchmark assessments for student achievement and to help a PLC identify program and student strengths and weaknesses in learning.

                                                                        References:

DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.

Wilhelm, T. (2011, June). A team approach to using student data. Retrieved from http://allthingsplc.info/pdf/articles/wilhelm_atplc_article.pdf

RSA1: The starting point for professional learning is in schools and classrooms

RSA #1: Learning Communities:

 The starting point for professional learning is in schools and classrooms

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           Initiating and developing a PLC takes more than groups of educators with similar focus, it takes commitment, reflection on theories and practices from all parties involved. Additionally the practical implementation of the shared ideas is best executed with an authentic audience—students. This gives teachers opportunities to define and solve problems that naturally occur in their classroom and experience support to learn from each experience they encounter. 

            The focus in this week’s module was that learning is the ultimate goal in an effective PLC. When an educator is working in isolation, it can seem overbearing for an individual to tackle all that is deemed mandatory and cause one to lose sight of the end result of learning. This is why utilizing learning communities has proven effective. Lieberman & Miller (2011) state that a PLC can help foster and “build relationships between and among teachers who share students and who are working for greater student learning” (p. 19).  When teachers are able to build rapport and employ in collaborative talk the results are seen in teacher effectiveness as well as enhanced student learning.

             According to Lieberman & Miller (2011) “As educators identify and solve problems of practice together, they build the capacity and collective will to move forward the equity agenda of their schools and districts and enhance the learning and achievement of all students” (p. 16). Initiating the foundations of a PLC through a shared mission that directs the vision in the school are the first steps. “Organizations are most effective when the people throughout the organization are clear regarding its fundamental purpose” (DuFour, DuFour, Eaker & Many, 2010, p. 69). Collective commitments among a PLC is the driving force that ensures teachers have the same goals to keep learning constant for all students and pledge that all students reach their full potential and it starts in the classroom.

References

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing. (2nd ed. ed.). Bloomington, IN: Solution Tree Press.

Lieberman, A., & Miller, L. (2011). Learning Communities: The Starting Point for Professional Learning Is in Schools and Classrooms. Journal Of Staff Development, 32(4), 16-20.

Welcome

Welcome to my blog! My name is Stefanie Davis and I teach elementary... third grade and it's always an adventure (hints the title: 3D Adventures) and I've used blogs in the classroom before, but this blog was created for my online class EDT 6030.