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How a school shifts when it becomes a PLC

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AB
from a focus on teachingto a focus on learning
from emphasis on what is taughtto an emphasis on what students learned
from coverage of contentto demonstration of proficiency
from infrequent summative assessmentto frequent common formative assessment
from assessment to determine who failed to learn by the deadlinto assessment to identify students who need additional time and support
from assessments used to reward and punishto assessments used to inform and motivate
from assessing many things infrequentlyto assessing a few thing frequently
from individual teacher assessmentsto assessments developed jointly by collaborative teams
from over-reliance on one kind of asssessmentto balanced assessments
from focusing on average scoresto monitoring each student's proficiency in every essential skill
from individual teachers determining appropriate responseto a systematic response that insures needed support
from fixed time and supportto time and support for learning as variables
from remediationto intervention
from invitational supportto directed support
from one opportunity to demonstrate learningto multiple opportunities to demonstrate learning
from isolationto collaboration
from each teacher clarifying what students must learnto collaborative teams building shared knowledge about essential learning
from individual teachers determining pacingto collaborative teams agreeing on pacing
from individual teachers determining how to improveto collaborative teams helping each other improve
from privatization of practiceto open sharing of practice
from these are "my kids, those are "your kids"to these are "our kids"
from goals related to completion of projectsto SMART goals demanding evidence of student learning
from a language of complaintto a language of committment
from infrequent generic recognitionto frequent specific recognition and a culture that creates many winners
from external trainingto job-embedded learning
from expectation that teacher learning occurs infrequentlyto expectation that teacher learning is part of work routine
from teachers learning by listeningto teachers learning by doing
from assessing impact by whether teachers like itto assessing impact by evidence of student learning


Michael Owens
Curriculum & Instruction
Black Creek, GA

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