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Professional Learning Communities

The purpose of this binder is to provide information and tools for PLC groups so they
can be self-directed in their work as they grow professionally to better meet the
needs of the students.

A Professional Learning Community (PLC) is a team of educators that meet regularly, share
expertise, and determines the most effective strategies for instruction. PLCs are focused on
student learning and grounded in student data. The purpose of the PLC is to increase
learning.

Big Ideas
Big Idea #1: Ensuring That Students Learn
Big Idea #2: A Culture of Collaboration
Big Idea #3: A Focus on Results

Four Focus Questions for the Work:

1. What do we want each student to learn?
2. How will we know when each student has learned it?
3. How will we respond when a student experiences difficulty in learning?
4. How will we respond when a student already knows it?
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Norms

Norms are a set of operating norms or ground rules for groups. They define how the group works
together and the expectations group members have for one another. Norms should be reviewed at
each meeting with modifications made to the norms by group members as needed. Generally teams
should have no more than five norms. Below is one way groups can develop norms. Teams can
develop norms using the process below or they can create their own process.

Supplies: Index cards, pens or pencils, poster paper, display board, tape, tacks

Time: 30 minutes

Directions:
1. Explain to the group that effective groups generally have a set of norms that govern
individual behavior, facilitate the work of the group, and enable the group to accomplish its
task.
2. Provide examples of norms.
3. Recommend to the group that it establish a set of norms: To ensure that all individuals have
the opportunity to contribute in the meeting; To increase productivity and effectiveness; and
To facilitate the achievement of its goals.
4. Give five index cards and the same kind of writing tool to each person in the group.
5. Ask each person to reflect on and record behaviors they consider ideal behaviors for a group.
Ask them to write one idea on each of their cards. Time: 5 minutes.
6. Shuffle all the cards together. Every effort should be made to provide anonymity for
individuals, especially if the group has worked together before.
7. Turn cards face up and read each card aloud. Allow time for the group members to discuss
each idea. Tape or tack each card to a display board so that all group members can see it.
As each card is read aloud, ask the group to determine if it is similar to another idea that
already has been expressed. Cards with similar ideas should be grouped together.
8. When all of the cards have been sorted, ask the group to write the norm suggested by each
group of cards. Have one group member record these new norms on a large sheet of paper.
9. Review the proposed norms with the group. Determine whether the group can support the
norms before the group adopts them.

Used with permission of the National Staff Development Council, www.nsdc.org, 2006. All rights
reserved. Adapted from Tools for Change Workshops by Robby Champion. Oxford, OH: National
Staff Development Council, 1993.
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Developing Norms Worksheet

When Establishing Norms, Consider Proposed Norm

Time
When do we meet?
Will we set a beginning and ending
time?
Will we start and end on time?

Listening
How will we encourage listening?
How will we discourage interrupting?

Confidentiality
Will what we say in the meeting be held
in confidence?
What can be said after the meeting?

Decision Making
How will we make decisions?
Will we reach decisions by consensus?
How will we deal with conflicts?

Participation
How will we encourage everyones
participation?

Expectations
What do we expect from members?

Used with permission by the National Staff Development Council

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Group Roles

Student teams often function most effectively when members have designated roles. These should
be determined by the groups themselves. The roles you assign will depend on the goals of the work,
the size of the team, etc. The roles should rotate throughout the year. Here are some possible group
roles, but the list is not exhaustive. Decide the roles for your group. Also decide on a rotation
schedule.

Role Responsibilities

Facilitator Keeps the meetings moving and focused on the agenda items.
Ensures that agendas are developed prior to the meeting date.

Time Keeper Monitors the time (start time, time for various topics, end time).

Recorder Takes minutes from the meeting.

Norm Keeper Monitors adherence to group norms.

Summarizer Summarizes the outcomes of the meetings.

Ensures that task list for upcoming meetings are written on the
agendas.

Coordinator Reminds people on the upcoming meetings along with any

accompanying tasks that are coming due.
Collects and disseminates materials needed for the meeting.
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Facilitation Tip Sheet

The facilitator is responsible for managing meetings, keeping conversations on track, and ensuring
each members voice is heard. This tip sheet gives some tips for how to accomplish these tasks.

What is Facilitation?

To facilitate is to make easier or help bring about. (Merriam Webster). Thus, facilitation in the
context of communities of practice is to help smoothly manage the flow and discussions of a meeting
or event. The facilitator guides the dialogue and attempts to maximize members time and energy by
keeping the event and discussions on track in terms of time and topic. By taking a group through a
process that produces a specific outcome (learning, decision-making, problem-solving, etc.),
facilitation generally encourages all members to participate in some way, shape or form. By
recognizing and utilizing the unique and valuable contributions of each member, an effective
facilitator increases the collective value of the entire community. By mediating the group process,
the facilitator plays an active and critical role in ensuring that a community taps deeply into its own
knowledge.

What Makes a Good Facilitator?

Competent facilitators have both personal characteristics and acquired skills that make them good at
what they do. Many good facilitators make a difficult process seem very natural and intuitive, even
when lots of planning and training goes into the craft. Weve listed some key characteristics here:

Good facilitators value people and their ideas

Good facilitators think quickly and logically
Good facilitators are excellent communicators
Good facilitators are both product and process oriented

What are the Facilitators Basic Responsibilities?

As a facilitator, you will want to take some basic steps as part of your responsibilities during a
meeting or event. The basics are listed below.

Prepare in advance.

Good facilitators make their work look effortless and natural, but prepare in advance to be effective.
Take into consideration the who, what, why, and where of your meeting or event to help you figure
out the how. Instructional coaches have specific training on how to facilitate so tap into this
resource to help you prepare for your role as the facilitator.

Ensure you know what is on the agenda.

The meeting agenda is the document that defines what will be done at any particular meeting or
event, and it helps both leaders and participants know what to expect and how to prepare. The
agenda should be developed by the PLC team before the actual meeting date.

State the expected outcomes at the beginning of the meeting.

Members will be much better prepared to contribute and meet the outcomes if they know what they
are. Your job as a facilitator is to ensure that the group understands what needs to be
accomplished.

Review the norms (or have the Norm Keeper do this if that role in on the team).
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These ground rules help participants establish appropriate ways to interact with each other during
the meeting.

Guide the group in presenting and sharing information.

Your methodology may vary, but the methods you use should include all members in the discussion
and prevent one or two members from dominating the dialogue. Everyone may not talk, but no one
should feel excluded from the process.

Provide closure and reiterate action items (unless the Coordinator assumes this
role).
As part of ensuring that all ideas and points are captured accurately, it is also the role of the
facilitator to ensure that action items are noted and that follow-up on the item is assigned to
someone.

What Do I Do? Some Trouble-Shooting Tips

As a facilitator, you may be required to intervene to keep the event on track and obtain optimal
productivity. Listed below are some tips for intervening in particular circumstances.

Staying on-task and on-time.

Your PLC may have a lot to get accomplished in a short amount of time. With groups of
passionate and knowledgeable people, it is easy to veer off onto other topics or easily get
side-tracked by minute details of a conversation. In order to help the group stay focused, you
may want to:

Remind the group of the keep focused expectation.

Dont be afraid to directly re-focus the group on a particular agenda item.
Try to close the item or set it aside in a parking lot for consideration later.
Let the PLC group decide.
Dealing with unproductive behavior.

Difficult behavior is often unintentional or occurs as the result of an emotionally charged

situation. You might be dealing with inattentive members who are engaging in side-bar
conversations, taking calls or indiscreetly dealing with e-mail. You might also be dealing with
personal agendas or disrespectful behavior. Possible interventions include:

Use gentle and appropriate humor for redirection.

Restate the ground rules directly.
Direct your questions to the individual for clarification.
Seek help from the group.
Have a crucial conversation with the person.
Stimulating productive inquiry.

While passionate people often have a lot to say and suggestions for action, it is not
uncommon for communities to experience lulls in an on-going conversation or a stand-still in
a single event. You might want to use the following techniques to keep the conversation
going.

Use probing questions.

Invite the experts to speak up.
Call on individuals in the group.
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Invite debate.

Decision Making and Consensus

Every group needs a way to make decisions and come to a consensus. Consensus means that all of
the stakeholders, through representation or direct involvement, are comfortable with the decisions
and agree to support it. Though there are many ways to get consensus, a common one (Fist to Five)
is described below.

To use the technique, the team facilitator restates an action the group may make and asks the team
to show their level of support. Each team member responds by holding up a closed fist or the
number of fingers that corresponds to the level of support. If a team member holds up fewer than
three fingers, she is given the opportunity to state her objections and the team may respond. The
facilitator continues the fist to five process until the team achieves consensus (everyone holds up
three or more fingers) or agrees to move on to the next issue.

Closed fist - No. A closed fist is a way to block consensus.

1 finger - I have major concerns.
2 fingers - I would like to discuss some minor issues.
3 fingers - Im not in total agreement but I feel comfortable enough to let this proposal pass
without further discussion.
4 fingers - I think its a good idea and will work for it.
5 fingers - Its a great idea and would like to take the lead when we implement it.

If you PLC group does not want to use the Fist to Five model, decide on what model you would like
to use to make decisions.
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Calendar

Beginning of the Year Develop team norms.

Decide team roles and rotation schedule for the roles.
Determine how the minutes will be shared (Google Doc,
Canvas, etc.)
Set your Smart Goal (student driven) for the year. Set
your professional learning goal based on your Smart
Goal.

Mid-Year Review your team norms and revise them as needed.

Analyze your progress towards your Smart Goal and
your professional learning goal. Decide your next steps.

End of the Year Analyze your progress towards your Smart Goal and
your professional learning goal. Decide your next steps.
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Building Trust on Your Team

0. Trust Other People

The zeroth step in building trust is to display trust. One way to do that is to make a generous
interpretation when someone else makes a mistake or disappoints you in some way. People who
always jump to the worst conclusion about others competence and motivation inspire wariness, not
trust.

1. Address Issues Directly

Ruffled feathers come along with close collaboration; its bound to happen that one person will rub
another the wrong way. When someone on the team is bugging you, speaking directly to that person
builds trust. It says, I value our working relationship, and Im willing to have an uncomfortable
conversation to make it better. It says, Youll know where you stand with me; I wont be talking
behind your back. These conversations arent always easy, but the alternatives are worse.

2. Share Relevant Information

Knowledge is power, but its more powerful when its shared. When someone on the team withholds
an opinion or concern on a topic and comes back later to say, I thought it was a bad idea from the
start, other team members feel blindsided. That breaks trust. If you dont support an idea or
approach, say so. (Of course, there are more effective and less effective ways to do this.)

Relevant information is about the task, but its also about you. People tend to trust people they know
as individuals and can identify with. Shared experience, shared interests, and identification form
solid ground that people can land on when there is friction and conflict. You dont have to share your
deepest secrets, but letting other people on the team know something about life outside work makes
people real. Its hard to trust a cipher but much easier to trust and be generous with someone who
shares some of the same challenges and interests that you do.

3. Follow Through on Commitments, or Give Early Notice When You Cant

In order for teams to function, team members need to believe that their coworkers are reliable.
Without the confidence that others are reliable and will carry their share of the load, few will commit
to a shared goal.

No reasonable person expects that every person can meet every commitment all the time.
Sometimes a task turns out to be more complex than anticipated, or we discover we didnt fully
understand the task when we made our estimate. But when you wait until the moment the task was
due to let people know its going to be late, you appear unreliable. So let people know as soon as
you know, and renegotiate.
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4. Say No When You Mean No

Sometimes you just cant take on another task or do a favor that someone asks for. Most of us are
programmed from an early age to please other people, so were afraid of being labeled selfish or
not a team player if we say no. But if you really cant do whats asked, its more respectful to say no
and let the other person have his need met elsewhere. Saying yes without follow through leads
others to doubt your word. If you cant say no, your yes wont mean anything.

5. Share What You Know and What You Dont Know

Be generous in sharing your knowledge (without inflicting help). But also be willing to hear other
peoples ideas, build on them, and help others shine. Admit when you dont know the answers.
Theres nothing worse than a know-it-all who is wrong.

It may seem paradoxical, but building competence trusti.e., your co-workers trust in your
capabilitiessometimes means admitting that you dont have all the answers. Asking for help helps
others see you as a real person, and people generally like to be helpful.

Esther Derby
http://www.estherderby.com/2010/08/six-ways-that-team-members-build-trust-with-each-other-2.html
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Dealing with Conflict

As with any group, conflicts can happen in PLC meetings. Dealing with the issues at hand helps the
group function more effectively.

Reasons to have courageous conversations:

1. Speaking your truth contributes to an environment of trust.

2. Expressing your concerns reduces your level of stress.
3. Saying whats on your mind increases your sense of personal sufficiency.

Proctol for a Crucial Conversation:

1. Name the issue.

2. Select a specific example that exemplifies what you think should be changed.
3. Describe your emotions about the issue.
4. Clarify what is at stake.
5. Identify your contribution to this problem.
6. Indicate your wish to resolve the issue.
7. Invite the other person to respond.

Crucial Conversation Example

Step Example Words

Name the issue. John, Id like to speak to you about the fact that
sometimes it seems to me that you dont have
much regard for my opinions.

Select a specific example that When I offered a suggestion during the meeting,
exemplifies what you think should be you seemed to discount my idea without giving it
changed. any consideration.

Describe your emotions about the issue. This makes me feel devalued or that you dont
have much respect for me.

Clarify what is at stake. If were going to continue to work together, its

important for me to have your respect.

Identify your contribution to this problem. Perhaps in the future my ideas need to be more
research based.

Indicate your wish to resolve the issue. Id really like to see if we could work this out.

Invite the other person to respond. Would you be willing to take a few minutes to talk
with me about this?
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PLC Guiding Questions, Actions, and Protocols

1. What do we want students to learn and how will we teach it?

What to do: Protocols to use:

Align instruction, assessment, and curriculum to Planning Template Using

the essential understandings, skills, knowledge, Understanding by Design
and processes from the SOL frameworks. Clark Lesson Plan Template
Examine district curricula. Learning Target Development
Identify exemplars for students. Template
Identify and use evidence-based best practices.
Co-plan units of instruction.
Ensure instruction provides equity of access to
learning for all students.

2. How will we know if they learned it?

What to do: Protocols to use:

Provide multiple opportunities to learn and show Creating Assessments

understanding. Protocol
Create common assessments and rubrics. Analyzing Student Work
Create descriptions of proficiency levels. Protocol
Look at student work together and do an error Data Analysis Protocol
analysis. Date Review Protocol: Heres
What, So What, Now What?
Tuning Protocol

3. What will we do if they dont learn it?

What to do: Protocols to use:

Identify strategies for additional and/or different Analyzing Student Work

instruction. Protocol
Design instructional interventions.

4. What will we do if they already know it?

What to do: Protocols to use:

Design enrichment activities. Analyzing Student Work

Protocol
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Other Protocols for Team Work

Types of Work Protocol

Taking minutes for the meetings PLC Meeting Minutes Template

Strategies for analyzing and making decisions Gap Analysis

Addressing issues and problems Peeling the Onion Protocol

Setting goals Goal Setting Template

Peer observations Peer Observation Protocol