What Is A 'Professional Learning Community?'

Dr. Wendy Ghiora – Posting #59 – July 30, 2010

What is a “Professional Learning Community?” Is this yet another fad de jour someone has come up with to wreak havoc on school administrators and teachers? Or is it a research-based workable solution to the downward spiral that seems to be submerging many of our schools beyond the point of no return?
A professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups. (Web definition)

The three components of a Professional Learning Community are:
1. A Focus on student learning rather than teaching: You haven't taught until the students have learned.
2. Collaborative grade and subject-alike problem solving: With supervision and direction given by a knowledgeable facilitator, teachers work together to plan solutions to problems that hinder student success. This includes creating uniform lesson plans that all teachers then use, test, and provide feedback about. Collaborative problem solving is also called, "Continuous Improvement."
3. Accountability for results. Because the school develops its own plans for improvement, it takes full responsibility for the results. To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.

Richard DuFour, one of the pioneers of PLC’s advises:

As the school moves forward as a Professional Learning Community every professional in the building must engage with colleagues in the ongoing exploration of three crucial questions that drive the work of those within a professional learning community:
What do we want each student to learn?
How will we know when each student has learned it?
How will we respond when a student experiences difficulty in learning?
The answer to the third question separates learning communities from traditional schools.

In the weeks to come, we will investigate exactly how “the answer to the third question separates learning communities from traditional schools.” Anyone care to conjecture?

Today, I’d like to share this Success Story with you from a middle school right here in Orange County, California.

Pioneer Middle School
May 29, 2007
By: Mike Mattos, principal (Tustin, CA)
In his book Good to Great, Jim Collins asks, “Why try for greatness? If you’re doing something you care that much about, and you believe in its purpose deeply enough, then it is impossible to imagine not trying to make it great. It’s just a given. Greatness is not a function of circumstance….it is largely a matter of conscious choice, and discipline.” Three years ago, the staff of Pioneer Middle School faced this very choice…would we settle for being a good school for most students, or would we be a great school for all students? With an unquestionable passion for our students and learning, our staff’s decision was “a given”.

Collectively, we worked with the Pioneer community to create our current mission: To maximize every student’s academic potential and personal responsibility. This singular purpose is firmly grounded in our fundamental belief that all students can learn at high levels. We believe it is not merely our job to teach; instead, it is our steadfast responsibility to ensure that all students learn. While our mission is quite simple in concept, its creation and implementation has proven to be powerful and dynamic.

To ensure high levels of learning for all students, we work collaboratively as a professional learning community to identify essential standards, share best instructional practices, create common assessments, and analyze student assessment data. Failure is not an option, so we have developed a “Pyramid of Interventions” to provide additional time and support for all students. We meet weekly with at-risk students to monitor progress and to provide additional help if needed. Because our mission is to maximize every student’s academic potential, our focus extends beyond assuring grade-level proficiency, and challenges students to master more rigorous curriculum. Over half of our students take accelerated level coursework, including honors language arts, geometry, foreign language, and science. At Pioneer, it is “cool” to be smart, to help others, and to take pride in your school. Last semester, almost half our students received Principal’s Honor Roll (3.5 GPA or higher) and over 900 students were recognized for their school achievement.

While academic success is important, we also believe that middle school should be a place for all students to explore new disciplines, to experience new opportunities, and to have fun learning. To this end, all students set quarterly, “REAL Wildcat” goals for academic achievement, extra-curricular involvement, exploration, leadership, and service. Currently over 100 students participate in student government, over 700 students in our fine arts programs (band, orchestra, chorus, art), over 800 students in our sports programs, and over 1000 students in academic competitions. Grade-level programs transition our students from the nurturing attributes of elementary school to the flexible and age-appropriate expectations of future high school students. Eighth grade mentors meet weekly with our sixth grade students to teach them the “Wildcat Way”, helping to prepare them for success at Pioneer, in high school, and beyond.

Steadily, we are making our mission a reality. Over the past two years, Pioneer’s state test scores rank in the top three middle schools in Orange County and top 2% in the state. Recently, Pioneer was named a 2007 California Distinguished School. While our staff is honored by these recognitions, what we most celebrate is the knowledge that we are ensuring the learning and future success of our students.

I am anxious to receive feedback on what you think of Professional Learning Communities so far. I’ll have more on this for you in the weeks to come.

No member of a crew is praised for the rugged individuality of his rowing. ~Ralph Waldo Emerson

A Lifetime of Influence

Dr. Wendy Ghiora – Posting #58 July 24, 2010

This morning, when I went out to jog, I randomly grabbed a T-shirt from the drawer. I didn’t notice which one it was until I saw it in the mirror. I remembered receiving it while teaching high school. In fact, many other teachers have also been given this very same T-shirt. Who knows, you might have one too. The printing is lined up like an addition problem, and reads:

2 teach is
2 touch lives
______
4 ever
On each side of the equation is a picture of an apple.

I began pondering this statement, and decided that for me, it was definitely true. My combination 2nd and 3rd grade teacher indeed “touched” my life forever. In fact, she is the one that made me want to become a teacher myself. But, is this statement true for you?

To help you as you consider this question, I did a bit of research to learn about how teachers impact our lives. Of all the articles read, I would like to present some highlights from this one, primarily because it is in the words of the students themselves.

The Learning Network posted the following question:
“Who Is the Best Teacher You Ever Had? Why?”
Here are a few of the answers received:

1. My best teachers (both in the United States and the Philippines) have given me not just book knowledge but the strength and passion to pursue my career in chemistry. The best teachers are the ones who instill discipline, patience, critical thinking, and inspiration. No amount of money in the world can do that.
— Maybelle
2. My favorite teacher was when I was in 9th grade–45 years ago. She taught both English and World History and she was tough and demanding. But at the same time she had the ability to instill a genuine interest in the topics she taught. Believe me, even the “class jokers” never gave her any problems. I should know, because I was one of them. She made me WORK and I have had a lifelong love of history and Shakespeare because of her.
— Donald
3. My best teacher was Mr. Smith. He was not my favorite teacher. However, he insisted that we become independent learners. The capacity for lifelong learning outweighs any facts, details, theories I’ve been exposed to since.
— Andrew
4. My favorite teacher was my 4th grade teacher. She was the person who actually made me care about school and my future. Without her, I don’t know where I would be right now.
— Abram
5. There is no need to complicate the issue with learning standards and rubrics. It simply comes down to competence and caring. Does your teacher know the subject matter and do they have a sincere desire to share that knowledge with others? My favorite teacher had both in the field of musical theater, and though I didn’t know it at the time, it was what helped me decide to go into education. They are the ones who care enough to spend the time, and find a way to engage each and every student in the fun/challenge of a memorable experience. That is what you remember, and that’s what counts.
— Greg
So, what do you think? Can a teacher have an impact so great, it touches one’s life forever?

Conclusion
My best teacher taught me to be courteous, curious and committed. Like great teachers have done for centuries, she used class assignments to teach about life. She used realistic simulations in our classroom. She encouraged us and gave each student a daily dose of confidence and love. The work of a teacher sometimes seems thankless and exhausting. Yet even now as the school year has come to an end, the presence of my greatest teachers linger. Although I left their classrooms long ago, their teachings never left me.

The advent of new technology has brought many new opportunities. I know this because I have recently been contacted by several former students. How wonderful it is to discover where life has lead each one of them. If there is a teacher you always wanted to thank, it is likely they can be located on Face Book or similar site on the Internet. Give it a try. What have you got to lose? And what a great gift your contact can bring to that “special” teacher

This or That?

Dr. Wendy Ghiora – Posting #57 – July 17, 2010

Why is education the “foster child” when it comes to funding? Why do schools have to slash their budgets by hundreds of millions of dollars year after year? Do our legislators really think so little of education? And here’s the clincher: Why do state legislators support spending more money on criminals than on the education of our children?

The message herein is based on the premise that education is not only important, but also essential to every human being. In fact, it is not an exaggeration to say that the existence of human beings is virtually fruitless without education. A person with an education has the ability to change the world. Such a person is brimming with confidence and equipped with the tools to navigate through and create a successful life. This entire article could be spent touting the importance of education. Instead, since that is not the main goal, here are but a few reasons education is a highly valued commodity. Do we want this?, “this” being a sound education. If so, here is some of what we'll get:

Good Citizens
1. Education makes a worthy contribution to our lives, by making us responsible citizens. We get to know our history and culture through education and adopt those values. History teaches us what to do and what not to do. We learn from history.

Fundamental Knowledge
2. One who receives good education is more likely to have a secure future. Acquiring new skills and talents through education increases our productivity.

New Horizons
3. Education has the unique ability to open new vistas for us. Education broadens our mental landscape and is the way to greater enlightenment - the ultimate goal of most human beings in life.

Critical Thinking
4. Decision making is an integral part of our life. Education is significant, because it gives us many tools, which enable us to make the right decisions.

Confidence
5. An educated person is a confident person. When you understand how things work, and are able to systematically solve problems, you are imbued with self-confidence. Education fosters a positive outlook and allows us to believe in ourselves.

Or do we want "that?"

The Uneducated
What does it feel like to be a child that can’t read? According to Mona McNee, (founder of the Reading Reform Foundation, in the U.K),
“ They do not FEEL stupid but come to the conclusion that they must be (even if they are not) because they see other children learning, but not them.” To make matters worse, she adds, “School becomes a 12-year prison sentence of failure, humiliation, frustration. . . desperation.” The overwhelming majority of inmates are not educated. They are deficient in the five attributes of a good education mentioned above.

Education or Crime?
The most frequent response to the question given by the Gallup Poll, “What is the biggest problem schools face?” named on an unaided basis by almost a quarter of Americans (23%) is “lack of funding.” This figure is up from last year, when 15% offered “lack of funding,” as the biggest problem. And yet, the budgets for schools continue on the decline while budgets for prisons are on the incline.

In an article by Maya Harris (Vice President for Peace & Social Justice at the Ford Foundation), the following is noted:

“It has been projected that over the next five years, the state’s budget for locking up people will rise by 9 % annually, compared with its spending on higher education, which will rise only by 5 %. She goes on to say, “Yet, despite the historic increase in prison funding, leading legislators – including Governor Arnold Schwarzenegger agrees that this is simply throwing good money after bad, given the rank mismanagement plaguing California’s corrections system.”

James Sterngold, Staff Writer for The Chronicle, when discussing the California State Prison system, comments, “the most common companions for those who have failed to find a place in the legitimate world are illiteracy and stunted educational backgrounds. More than half of California’s 173,000 inmates read below a seventh-grade level, making them functionally illiterate, unable to read and follow complex written directions.”

Nationwide, nearly 70 percent of all people entering state prisons have not completed high school. According to the report, “Literacy Behind Prison Walls,” 70 percent of all prison inmates read below a fourth-grade level.

Research indicates inmates who have obtained an education while serving behind bars have a much easier time finding and holding a job when they are released. In addition, there are few relapses once they have escaped illiteracy.

So, do we want, This or do we wantThat?

The research I’ve read seems very clear. There is a definite correlation between lack of education and the clientele of our prison systems. The average level of education of those in prison is significantly lower than those out of prison. The solution is obvious. If we support our educational systems and make certain children are learning, as they should; this means not letting any of them fall between the cracks, we will not only have less crime, but more happy and productive people. Education greatly decreases the chance our children will wind up behind bars. Instead, it empowers them to achieve their goals and dreams in life.

What is your choice, this or that?

"Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people may be engaged in." -- Abraham Lincoln

What Can Kids Learn From Playing Chess?

Dr. Wendy Ghiora – Posting #56 – July 10, 2010

Did you know that over thirty nations, including Brazil, China, Italy, Israel, Greece and Russia, incorporate chess into their scholastic curriculum? Just as athletics are woven into our schools in the United States, chess is an accepted part of the school program in many nations abroad. Wouldn’t it be great to “steal” this idea and include the best of both worlds (athletics and chess) here in America?

According to Susan Polgar, 4-time World Chess Champion, research indicates Test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.6% for children participating in other forms of enrichment activities.

Chess is an intellectually stimulating and fun game to play! So what can kids learn from playing chess? What is the “magic” chess can bestow?

Here are just a few of the benefits chess can provide:

1. Chess makes kids feel smart.
2. Chess helps parents to understand that their children are capable learners.
3. Chess improves math and reading skills.
4. Chess teaches kids to look not only at the present but at the “end game.”
5. Chess can be a powerful motivator to develop good habits of discipline, respect, good manners and focus.
6. Chess develops problem-solving skills.
7. Chess builds self-esteem and confidence.
8. Chess teaches how to deal with stress.
9. Chess teaches not to give up.
10. Chess is accessible to students at every academic level.
11. Chess improves grades.
12. Chess is international - it is a universal language.
13. Chess brings people with dis-similar backgrounds together.
14. Chess is compatible with many other interests - from math & music to sports.
15. Chess is fun!

Conclusion
Countless research studies have demonstrated that over the years chess can foster mental clarity, fortitude and stability. Please see the studies listed below for more details on the extent to which this game encompasses such a wealth of applications and possibilities.

With the current budget cuts at hand, a few smart schools and school leaders are delighted to find chess an inexpensive yet phenomenal means of helping kids grow intellectually. If you have children in school, or just want to help a school out, why not suggest an after-school (or even during school) chess program? Wouldn’t that be grand!

“The chessboard is the world, the pieces are the phenomena of theUniverse, the rules of the game are what we call the laws of Nature and the player on the other side is hidden from us”(Thomas Huxley)

Here is a website with more information on engaging children in the wonderful world of chess:

http://www.chessopolis.com/tutorials.htm

Available Chess Information and Research
There is a wealth of research and information available on the game of Chess and its benefits. Listed below are examples of websites and research studies that provide information.Websites

US Chess Federation - uschess.org

Research papers

Chess and Standardized Test Scores (1997) by James M. Liptrap

The Effect of Chess on Reading Scores (1991) by Stuart Margulies

Chess as a Way to Teach Thinking (1987) by Dianne Horgan

Developing Critical and Creative Thinking through Chess (1983) by Robert Ferguson

Chess and Cognitive Development (1976) by Johan Christiansen

CHARACTERISTICS OF EFFECTIVE TEACHERS

Dr. Wendy Ghiora – Posting #55 – July 3, 2010

Researching “Characteristics of Effective Teachers,” produces over 21,700,000 articles via Google. Many of these articles contain familiar commonalities. Following, is one set of twelve principles presented by Susan Thompson, John G. Greer and Bonnie B. Greer of the University of Memphis that seem to be common to most of the sites on the subject. With that degree of agreement, it would be safe to say, most educators would consider these to be foundational.

1. Fairness Effective teachers know how to be fair and just and try their very best not to have “pets,” or students that are given unfair advantages over other students.
2. Positive Attitude Good teachers are happy to be teaching. They share their positive attitude by praising and recognizing effort and success in their students. This “positive” influence is contagious.
3. Preparedness Some teachers still don’t realize, students can tell when the teacher is not prepared and is just trying to “wing it.” Great teachers are always prepared.
4. Personal Touch Students have fond memories of teachers who connected with them in a personal way. Some teachers do this just by asking students individually, how they are doing. Others intertwine personal stories and experiences with the day’s lesson.
5. Sense of Humor It is nice when a teacher can effectively deliver one-liners that give everyone a chuckle. It’s a bit trickier to have the quick ability to react with good humor and diffuse difficult situations. This is a truly admirable skill of a great teacher.
6. Creativity Students will often remember unusual assignments, use of props, decorations or costumes that inspired them to really think “outside the box.” Such is the calling card of the effective teacher. It could also be a saying such as, “A stitch in time saves nine.” (Benjamin Franklin).
7. Willingness to Admit Mistakes An outstanding teacher will recognize when they have made a mistake and apologize for it. A simple act, yet a rarity among many teachers. It demonstrates the profound power of humility.
8. Forgiving Students too often think of those teachers that would never give them a second chance. Fortunately, a few students had highly effective teachers who let students know, each day, each student started with a clean slate.
9. Respect Since teachers expect to receive respect from their students, it only makes sense students expect the same from teachers. For example, Students appreciate teachers who keep grades confidential. They are also grateful when teachers speak privately to them about behavior issues. Teachers practicing this quality rarely have discipline issues.
10. High Expectations Having high expectations affects the way a teacher teaches and the way the teacher interacts with students. Great teachers express that they believe in their students’ abilities. Such teachers energize and encourage students to reach new heights. They monitor those expectations and never give up on students.
11. Compassion Effective teachers understand the importance of nurturing students in a safe environment. These are the teachers that notice when children are left out of games or other activities and take action to remedy this. Students remember these teachers.
12. Sense of Belonging Students feel like “they belong,” in the classroom of a great teacher. This teacher gives the class a feeling of family. They work cooperatively on mutual goals and with mutual caring. This may be the most important one.

Conclusion: Blog postings are great for gathering information and I’m truly hoping this one helped you. But, the best learning is done when one studies independently. With that in mind, my suggestion is: Take these twelve principles, compare them with your own experience as well as what you find in your own study, and come up with your own list. And when you do, don’t you dare forget to share that list with me.

“Teaching is the highest form of understanding.” Aristotle