{"id":591,"date":"2021-01-21T08:33:48","date_gmt":"2021-01-21T15:33:48","guid":{"rendered":"https:\/\/www.graniteschools.org\/organizationaldevelopment\/?page_id=591"},"modified":"2025-02-21T11:04:23","modified_gmt":"2025-02-21T18:04:23","slug":"content-and-grade-level-plcs","status":"publish","type":"page","link":"https:\/\/www.graniteschools.org\/researchevaluation\/organizational-development\/content-and-grade-level-plcs\/","title":{"rendered":"Professional Learning Communities"},"content":{"rendered":"\n

A Professional Learning Community is a group of educators that meets regularly, shares expertise, and works collaboratively to improve their teaching skills and the academic performance of their students.\u00a0 At times, they work together to plan and improve their lessons.\u00a0 At other times, they problem solve for improved learning, innovating effective intervention strategies for students not meeting grade-level expectations and devising meaningful extensions for students meeting or exceeding grade-level expectations.<\/em><\/p>\n\n\n\n

Granite PLC Framework<\/strong>. <\/span> When setting up, organizing, leading, and participating in our professional learning communities, we work within a set of guidelines collectively called the Granite PLC framework:  <\/p>\n\n\n\n

Granite PLC Principal Assurances (PDF)<\/a><\/div>\n\n\n\n
Core PLC Responsibilities (PDF)<\/a><\/div>\n\n\n\n
Secondary PLC Guide (PDF)<\/a><\/div>\n\n\n\n
Granite PLC Lead Teacher Assurances for Grade and Content Level Teams-Template (docx)<\/a><\/div>\n\n\n\n
Granite PLC Lead Teacher Assurances for CI Singletons-Template (docx)<\/a><\/div>\n\n\n\n
Granite PLC Lead Teacher Assurances for GTE Singletons-Template (docx)<\/a><\/div>\n\n\n\n
Granite PLC Special Educator Assurances for Special Class-Template (docx)<\/a><\/div>\n\n\n\n
Granite PLC Severe SpEd PLC Lead Teacher Assurances-Template (docx)<\/a><\/div>\n\n\n\n

Content and grade level Professional Learning Communities (PLCs)<\/strong> are organized to better plan instruction and to problem solve student learning within the constructs of The Granite Way.<\/span> The following learning modules provide a step-by-step guide for successful PLC practices.<\/p>\n\n\n\n

1a. Introduction to the PLC Model (pptx)<\/strong><\/a><\/div>\n\n\n\n
1b. Printable Model for Content and Grade Level PLCs Practices (PDF)<\/strong><\/a><\/div>\n\n\n\n

Grade and content level PLCs<\/span><\/strong> provide two essential functions.  First, team members engage in common planning.  Second, team members problem solve student learning. <\/p>\n\n\n\n

Common Planning Time.  <\/strong>This PLC cycle normally happens in \u201cclumps\u201d of time rather than weekly, such as during SNAD days and\/or specific days where larger chunks of time can be reserved.<\/em><\/p>\n\n\n\n

2. Prioritizing and Unpacking the Standards (pptx)<\/strong><\/a><\/div>\n\n\n\n

Utilizing our knowledge of the Utah Core Education Standards and being cognizant of how we pace student learning, identify which standards will be the focus of our upcoming (next) Unit of Study.  Considering our students learning histories (and background knowledge), integrate additional standards needing continued focus and support.  Unpack the standards by clearly articulating our shared understanding of proficiency, thus, creating our learning goals.<\/p>\n\n\n\n

3. Scaffold the Learning Targets Progression (pptx)<\/strong><\/a><\/div>\n\n\n\n

Scaffold our learning goals into specific learning targets (content and language objectives) that will define the learning progression of this Unit of Study.<\/p>\n\n\n\n

4. Inform a More Responsive Instruction (pptx)<\/strong><\/a><\/div>\n\n\n\n

Identify the critical checks for understanding that need to occur.  Identify the types of evidence that will enable us to better understand and problem solve student learning.  Create common formative assessments (CFAs), exit tickets, and other assessments.<\/p>\n\n\n\n

5. Design Units of Instruction #1 (pptx)<\/strong><\/a><\/div>\n\n\n\n

Critically review and supplement our curricular material<\/em><\/strong> to identify the content and vocabulary we will activate such that all proficiency levels are represented<\/p>\n\n\n\n

6. Design Units of Instruction #2 (pptx)<\/strong><\/a><\/div>\n\n\n\n

Discuss how we will engage our students<\/em><\/strong> in their learning.  How will we differentiate our instruction to benefit the individual needs and learning histories of our students such that all students have the opportunity and ability to demonstrate proficiency.<\/p>\n\n\n\n

7. Design Units of Instruction #3 (pptx)<\/strong><\/a><\/div>\n\n\n\n

Anticipating that our students will learn at different rates, what intervention and extension strategies<\/em><\/strong> will we have ready?<\/p>\n\n\n\n

8. Evaluate our Common Planning Time (pptx)<\/strong><\/a><\/div>\n\n\n\n

As we are closing in with the design of our instructional units, formally ask ourselves: Do I have a better understanding of how to plan and design my instruction?  Did we create and make available critical documents that I can refer to and from which we can continue to collaborate (e.g., revision and refinement of documents on a shared drive or platform)? Will the things we\u2019ve worked on and reached consensus help us when it is time to problem solve student learning?  These three questions are the core reasons why we have common planning time.<\/p>\n\n\n\n

9. Daily-Classroom-Experience (pptx)<\/strong><\/a><\/div>\n\n\n\n

Using our Unit of Study to plan our daily lessons and engage our students in their learning<\/strong>. The teacher, being guided by their Unit of Study and using their expertise, crafts engaging Tier 1 lessons that are differentiated, and culturally relevant to meet the needs of their classroom.  We must be certain that each week we will check for understanding with common formative assessments, exit tickets, or other types of assessments so that this information can be shared with our colleagues to problem solve and extend student learning.<\/p>\n\n\n\n

Problem Solving Student Learning.  <\/strong>This PLC cycle should occur weekly.<\/em><\/p>\n\n\n\n

10. Identify Student Learning Errors (pptx)<\/strong><\/a><\/div>\n\n\n\n

How do we know if our students are learning?  Weekly, review student data (e.g., CFAs, checks for understanding, assessments, assignments, etc.).  Identify the learning that is occurring and for whom.  Identify mistakes, language and learning errors.<\/p>\n\n\n\n

11. Strategize How to Respond to Student Learning<\/strong> (pptx)<\/a><\/div>\n\n\n\n