Artifacts to Support
Competency Click on button for evidence. |
Reflection
Professional Learning Communities have dramatically changed the work we do at Bailey Station Elementary. I attend grade level PLCs where I lead teachers in taking the steps necessary to ensure all students are learning at a high level (grade level or higher). We first decide exactly what we want our students to learn. We then monitor their progress frequently to ensure growth and if that growth is not taking place, we decide what systematic interventions we will provide that ensure students receive additional time and support for learning when they struggle. Finally, we extend students' learning when they have already mastered the intended outcomes. In keeping with being intentional, I have helped teachers identify students within various subgroups in each grade level. Once those students are identified, we track their performance on TN Ready, STAR, EasyCBM, and EnCASE 21 assessments. This makes it easier to follow the trajectory of their performance and make adjustments as needed in regards to intervention groups. Part of the PLC process is having the willingness to take part in courageous conversations. The mindset must be that "these are all of our students...not just my class of students." EnCASE 21 and STAR assessments are analyzed carefully from classroom to classroom. If we see that one teacher's group of students performed in a particular area higher than anyone else, I encourage that teacher to share what he/she is doing to teach that skill. This conversation also opens up the possibility of peer-to-peer observations. One important note---I learn from the teachers probably more than they learn from me. Taking part in PLC at work process keeps me connected to the classroom and what teachers and students are doing each day.
Professional Learning Communities have dramatically changed the work we do at Bailey Station Elementary. I attend grade level PLCs where I lead teachers in taking the steps necessary to ensure all students are learning at a high level (grade level or higher). We first decide exactly what we want our students to learn. We then monitor their progress frequently to ensure growth and if that growth is not taking place, we decide what systematic interventions we will provide that ensure students receive additional time and support for learning when they struggle. Finally, we extend students' learning when they have already mastered the intended outcomes. In keeping with being intentional, I have helped teachers identify students within various subgroups in each grade level. Once those students are identified, we track their performance on TN Ready, STAR, EasyCBM, and EnCASE 21 assessments. This makes it easier to follow the trajectory of their performance and make adjustments as needed in regards to intervention groups. Part of the PLC process is having the willingness to take part in courageous conversations. The mindset must be that "these are all of our students...not just my class of students." EnCASE 21 and STAR assessments are analyzed carefully from classroom to classroom. If we see that one teacher's group of students performed in a particular area higher than anyone else, I encourage that teacher to share what he/she is doing to teach that skill. This conversation also opens up the possibility of peer-to-peer observations. One important note---I learn from the teachers probably more than they learn from me. Taking part in PLC at work process keeps me connected to the classroom and what teachers and students are doing each day.