LA PLC Norms

We met 10/19 for our mid-studio cycle PLC meeting.  Our notes and charts are found here.
We met 12/14 for another mid-studio cycle PLC meeting.  Our notes and charts are found here.


Updated Norms:  In order to work well together, we will...

1. Acknowledge our successes to prioritize change.
2. Focus on student achievement at both the micro and macro levels.
3. Demonstrate professionalism and honor vulnerability by using open, honest communication
1. Seek to understand
2. Assume positive intent
3. Do not allow/engage in cross talk
4. Plan time for talk 
4. Be open to change, and understand that change takes TIME. 
1. Need time to settle down/in.
2. Need time for reflective dialogue.
3. Need time for teacher generated meetings/agendas (with time to create and digest the agendas)
4. Need time for reflection and connections
5. Need respect for our time.
6. Schedule time for CEL work.
7. Allow time for the process to work - don't rush the process.  Consider the quote,  "Wait for the wisest of all counselors, Time." - Perciles, 490BC-429BC.
5. De-privatize our practice through observation, honest feedback, and debriefing sessions.
1. Schedule time for mutually beneficial observations - less drop ins.
2. Expect nervousness - seek to balance anxiety and excitement
3. Suspend judgement - both of yourself and others
4. Have and maintain focus on a clear purpose for observations
5. Seek to collaborate effectively
6. Immediately follow up on observations using "I noticed..." and "I wondered..." format via emails or conversations.
7. Both the observer and the observed should consider what is a practice worth sharing and what is personal style.  Communicate this clearly. 
6. Meeting roles will be shared and purposeful.
1. Facilitator will guide discussion and help maintain focus.
2. Time keeper will keep track of time
3. Recorder will "memorialize" the meeting via notes, charts, information gathered.

 Essential Question for the Year:

• 1.     How does JHMS (SHS) improve reading achievement for all students?
• 2.     How do we challenge all students to become critical readers?
• 3.     How do we differentiate our reading instruction?

Outcomes for the year:  If we are successful, we will

• Have shared understanding of effective reading instruction.
• Have shared understandings of effective instructional practices.
• Have shared practices.

As a PLC, these four questions will drive our work:
1. What do we expect students to learn? 
2. How will we know when they have learned it? 
3. How will we respond when they don’t? 
4. How will we respond when they already know it?

Professional Learning Communities (PLCs) incorporates three big ideas: 
1) focus on learning rather than teaching, 
2) work collaboratively on matters related to learning; and 
3) hold itself accountable for the kind of results that fuel continual improvement.