You Will Survive

PLC

Curriculum
District Resources

Formative Assessments

Oh MY!

There are days that feel as if you are in survival mode; I'm sure.  We ask a lot of you and so do your students.  However, there is light at the end of the tunnel; one that is guaranteed not to fall on top of you and smash you flat.  It is the shining light of student self-regulation and higher achievement. How can you tell?  How will you know?  Just look at your latest District or formative assessment results.  If they are less than what you expect; you have the time, knowledge and ability to change the bottom line.  

Your efforts in PLC will be the difference.

Michael Fullan has written a book titled The Six Secrets of Change.   Secret two states: Connect Peers with Purpose.  He says that"the key to achieving a high functioning team lies more in purposeful peer interaction."  You are in groups created for purposeful peer interaction.  One of these groups at Bloomer is our second and fourth grade teams.  They move simultaneously with each individual contributing with their own voice and practical application.  An observer can walk into their classroom and see clear evidence of a learning target and success criteria.  They have threaded the target throughout the gradual release process.  You can see Jess deliver a mini lesson with a mentor text, Kate, Ken and Heather confer, Katie comment on writing or Becky lead a group and tell that they are inked arm in arm through the PLC process.  You will notice the target in their language and student work.  Students are knowledgeable and are growing by leaps and bounds.

Think about your implementation as compared to this chart.

Curriculum GRR Resource	I can write quality learning intentions and success criteria I can plan instruction using the gradual release of responsibility. I can maximize use of District resources	Students can participate and collaborate in all settings Students can be engaged in the learning.	Learning Target/Success criteria posted. ie co-constructed charts, models, illustrations Student task is aligned to learning target
Assessment Student Work Feedback	I can give written and/or oral feedback based on success criteria	Students will respond to teacher’s comments,	Student work displays will have a clearly posted focus, and teacher comments.

 The difference in making higher achievement a reality is a cohesive plan and meaningful direction.  Your team will navigate the curriculum with laser focus and guide kids to higher achievement.  You will react with purpose.   Your results will consistently rise.  You have the receipt in the form of assessment to prove your impact.  Julie and Bri are available to help navigate when your team needs a boost.  I'd love to learn with you!

All grade level teams are engaging in the same process.   You have the capabilities to achieve a high level of implementation.

Individuals working alone are sometimes better at solving simple problems, but well-functioning groups are always better at addressing challenging tasks, and there are few things as complex as making systems work." Fullan  

Our problems are not simple.  They are serious and complex and must be solved.

You have the power to make this system work.

Our goal is clear.  

Our path is drawn; the measures designed.  

Use the PLC process and link arms with your colleagues.

You will survive and reach the light!
Bloomer, A place where everyone wants to be!

Question for reflection this week:
Please read through the blog individually and then plan to warm up with a reflective discussion on these questions.  One person can write for the team.  No need to respond individually this week.

 How do we know collectively that we are functioning well and working toward a high impact?

What is the next move for our team?