Beyond PLC Lite 1st Edition Evidence-Based Teaching and Learning in a Professional Learning Community at Work® (Move beyond PLC Lite with a focus on student and teacher agency and efficacy)

Trở thành một PLC không phải là một việc dễ dàng—nó đòi hỏi nhiều năm hợp tác và cam kết. Trong hướng dẫn hữu ích này, hãy khám phá mười hành động dựa trên bằng chứng để giúp đưa các nhóm trường học của bạn vượt ra ngoài “PLC Lite” và tập trung vào quyền tự chủ cũng như hiệu quả của học sinh trong chương trình giảng dạy, đánh giá, hướng dẫn và thực hành can thiệp. Truy cập các đề mục, giao thức và mẫu mẫu được thiết kế để xây dựng văn hóa cải tiến liên tục.

Cuốn sách này sẽ giúp các nhà giáo dục K–12:
Tìm hiểu mười hành động cần thiết để nâng PLC của họ lên một tầm cao mới
Khuyến khích sự tham gia có ý nghĩa của học sinh thông qua việc dần dần giải phóng mô hình trách nhiệm
Hiểu cách đánh giá phản hồi đa dạng của sinh viên
Thiết kế chương trình giảng dạy và đánh giá tập trung vào quyền tự chủ và phúc lợi của sinh viên
Làm việc với bốn câu hỏi quan trọng của sự can thiệp
Khám phá cách ba ý tưởng lớn của PLC giao nhau ở cấp độ giáo viên, học sinh và trường học

Cover Page
Title Page
Copyright
Acknowledgments
Table of Contents
About the Authors
Introduction: Moving Beyond the Futility of PLC Lite
A Persistent Knowing-Doing Gap in Schools
A Relentless Commitment to the Status Quo
The Absence of a Guaranteed and Viable Curriculum
A Failure to Accurately Define Success
A Focus on “Coblaboration” Over Collaboration
A Focus on Inputs More Than Outputs
How to Read This Book
1 Efficacy: The Tie That Binds the Three Big Ideas of a PLC at Work
Key Learning
A Focus on the Big Ideas of a PLC as Distinct Ideas
A Focus on the Intersections of the Big Ideas of a PLC
Developing Student Efficacy at the Intersection of Results and Learning
Developing Teacher Efficacy at the Intersection of Collaboration and Results
Developing Collective Efficacy at the Intersection of Learning and Collaboration
True North: If You Are Not Sure Where to Begin, Start Here
2 Focus: Taking Theory to Practice
Key Learning
A Theory for Why Theory Often Doesn’t Become Practice
The Ten Actions for Evidence-Based Teaching and Learning
Action 1: Defining Student Success
Action 2: Creating an Enduring Skills-Focused Curriculum
Action 3: Creating Skills-Focused Proficiency Scales and Rubrics
Action 4: Utilizing Evidence-Based Assessments
Action 5: Creating a Skills-Focused Scope and Sequence
Action 6: Aiming for Evidence-Based Instruction
Action 7: Implementing Evidence-Based Grading and Reporting
Action 8: Restructuring the Gradebook
Action 9: Stressing Feedback and Reflection
Action 10: Responding to Students’ Learning Stories
Alignment of the Actions and Action Steps With the Intersections of the Three Big Ideas
An Observable Impact
An Improved Culture of Efficacy
Positive Interdependence
Improved Third-Party Exam Scores
Increased Student Autonomy
The Teacher as Innovator
Better Relationships With Students
True North: If You Are Not Sure Where to Begin, Start Here
Familiarize Yourself With the Plan
Start Small, Think Big
Go Slow to Go Far
3 Action 1: Defining Student Success
Key Learning
Defining Student Success (Traditional Definitions)
Redefining Student Success
Defining Core Tenets of Success
Action Steps
Action Step 1.1: Perform a Student Audit
Action Step 1.2: Create Student-Centered Mission and Vision Statements
Action Step 1.3: Create a Portrait of a Graduate
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Four-Quadrant Student Audit Form
Portrait of a Graduate Template
4 Action 2: Creating an Enduring Skills-Focused Curriculum
Key Learning
General Types of Knowledge
How Types of Knowledge Inform Curriculum
How Hybrid Curriculum Design Melds Experiential Knowledge (Enduring Skills) With Explicit Knowledge (Content)
How a Hybrid Curriculum Differs From a Standards-Based Model and Why It’s Beneficial
Action Steps
Action Step 2.1: Identify Enduring Skills
Action Step 2.2: Identify Essential Standards
Action Step 2.3: Create Success Criteria
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Skill Consensus Template
Making Sense of Skills Template
5 Action 3: Creating Skills-Focused Proficiency Scales and Rubrics
Key Learning
Action Steps
Action Step 3.1: Create Competency-Based Rubrics
Action Step 3.2: Teach With Competency-Based Rubrics
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Scales With Criteria: Rubrics
6 Action 4: Utilizing Evidence-Based Assessments
Key Learning
Action Steps
Action Step 4.1: Audit Your Culture of Assessment
Action Step 4.2: Establish Assessment Purpose
Action Step 4.3: Design Assessments With a Purpose
Action Step 4.4: Develop Questions and Align Them to the Assessment Purpose
Action Step 4.5: Provide Reperformance and Retakes
Action Step 4.6: Consider Culminating Experiences
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Culture of Assessment Audit
Assessment Inventory Template
Assessment Inventory for Natures of Knowledge
Assessment Design Template
7 Action 5: Creating a Skills-Focused Scope and Sequence
Key Learning
Action Steps
Action Step 5.1: Understand Performance Windows
Action Step 5.2: Create and Manage Performance Windows
Action Step 5.3: Be Mindful of Other Considerations
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Creating a Skills-Focused Scope and Sequence
8 Action 6: Aiming for Evidence-Based Instruction
Key Leartning
Action Steps
Action Step 6.1: Design Instruction for Self-Generated Learning
Action Step 6.2: Consider the Purpose of Homework
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Student-Does-First Lesson Plan (Diamond Model)
9 Actions 7 and 8: Implementing Evidence-Based Grading and Reporting and Restructuring the Gradebook
Key Learning
Why Schools Continue to Use Conventional Grading Practices
What Conventional Grading Practices Overlook
A New Approach: Evidence-Based Grading and Reporting
Action Steps
Action Step 7.1: Understand the Principles of Evidence-Based Grading and Reporting
Action Step 7.2: Mark and Score Assessments
Action Step 7.3: Determine a Grade From Evidence
Action Step 8.1: Structure the Gradebook Around Stories of Learning
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Progress Tracker
Making Grading Commitments
Evidence-Based Gradebook Stories
10 Action 9: Stressing Feedback and Reflection
Key Learning
Action Steps
Action Step 9.1: Activate Student Voice
Action Step 9.2: Refine Teacher Feedback
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Template for Developing Objective, Prescriptive, and Inclusive Feedback
Humanizing Feedback Template
11 Action 10: Responding to Students’ Learning Stories
Key Learning
Action Steps
Action Step 10.1: Ask Question 1—“What is the student’s learning story at this moment?”
Action Step 10.2: Ask Question 2—“How do you know their story?”
Action Step 10.3: Ask Question 3—“Have you exhausted differentiated instruction (Tier 1) relative to the student’s profile?”
Action Step 10.4: Ask Question 4—“If so, what is the next logical and appropriate action?”
True North: If You Are Not Sure Where to Begin, Start Here
Most Salient Point: The Essence of This Action
Most Salient Action: Next Steps
Progress Tracker
Learning Story Chart
DRIP Check
Guiding Questions for Generating Differentiated Instruction Ideas
Readiness to Collaborate With Evidence
Epilogue: Build a New School, Build a New Future?
Appendix
Summary of Essential Actions
Look-Fors for Evidence-Based Teaching and Learning
References and Resources
Index