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)

Cover PageTitle PageCopyrightAcknowledgmentsTable of ContentsAbout the AuthorsIntroduction: Moving Beyond the Futility of PLC LiteA Persistent Knowing-Doing Gap in SchoolsA Relentless Commitment to the Status QuoThe Absence of a Guaranteed and Viable CurriculumA Failure to Accurately Define SuccessA Focus on “Coblaboration” Over CollaborationA Focus on Inputs More Than OutputsHow to Read This Book1 Efficacy: The Tie That Binds the Three Big Ideas of a PLC at WorkKey LearningA Focus on the Big Ideas of a PLC as Distinct IdeasA Focus on the Intersections of the Big Ideas of a PLCDeveloping Student Efficacy at the Intersection of Results and LearningDeveloping Teacher Efficacy at the Intersection of Collaboration and ResultsDeveloping Collective Efficacy at the Intersection of Learning and CollaborationTrue North: If You Are Not Sure Where to Begin, Start Here2 Focus: Taking Theory to PracticeKey LearningA Theory for Why Theory Often Doesn’t Become PracticeThe Ten Actions for Evidence-Based Teaching and LearningAction 1: Defining Student SuccessAction 2: Creating an Enduring Skills-Focused CurriculumAction 3: Creating Skills-Focused Proficiency Scales and RubricsAction 4: Utilizing Evidence-Based AssessmentsAction 5: Creating a Skills-Focused Scope and SequenceAction 6: Aiming for Evidence-Based InstructionAction 7: Implementing Evidence-Based Grading and ReportingAction 8: Restructuring the GradebookAction 9: Stressing Feedback and ReflectionAction 10: Responding to Students’ Learning StoriesAlignment of the Actions and Action Steps With the Intersections of the Three Big IdeasAn Observable ImpactAn Improved Culture of EfficacyPositive InterdependenceImproved Third-Party Exam ScoresIncreased Student AutonomyThe Teacher as InnovatorBetter Relationships With StudentsTrue North: If You Are Not Sure Where to Begin, Start HereFamiliarize Yourself With the PlanStart Small, Think BigGo Slow to Go Far3 Action 1: Defining Student SuccessKey LearningDefining Student Success (Traditional Definitions)Redefining Student SuccessDefining Core Tenets of SuccessAction StepsAction Step 1.1: Perform a Student AuditAction Step 1.2: Create Student-Centered Mission and Vision StatementsAction Step 1.3: Create a Portrait of a GraduateTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerFour-Quadrant Student Audit FormPortrait of a Graduate Template4 Action 2: Creating an Enduring Skills-Focused CurriculumKey LearningGeneral Types of KnowledgeHow Types of Knowledge Inform CurriculumHow 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 BeneficialAction StepsAction Step 2.1: Identify Enduring SkillsAction Step 2.2: Identify Essential StandardsAction Step 2.3: Create Success CriteriaTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerSkill Consensus TemplateMaking Sense of Skills Template5 Action 3: Creating Skills-Focused Proficiency Scales and RubricsKey LearningAction StepsAction Step 3.1: Create Competency-Based RubricsAction Step 3.2: Teach With Competency-Based RubricsTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerScales With Criteria: Rubrics6 Action 4: Utilizing Evidence-Based AssessmentsKey LearningAction StepsAction Step 4.1: Audit Your Culture of AssessmentAction Step 4.2: Establish Assessment PurposeAction Step 4.3: Design Assessments With a PurposeAction Step 4.4: Develop Questions and Align Them to the Assessment PurposeAction Step 4.5: Provide Reperformance and RetakesAction Step 4.6: Consider Culminating ExperiencesTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerCulture of Assessment AuditAssessment Inventory TemplateAssessment Inventory for Natures of KnowledgeAssessment Design Template7 Action 5: Creating a Skills-Focused Scope and SequenceKey LearningAction StepsAction Step 5.1: Understand Performance WindowsAction Step 5.2: Create and Manage Performance WindowsAction Step 5.3: Be Mindful of Other ConsiderationsTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerCreating a Skills-Focused Scope and Sequence8 Action 6: Aiming for Evidence-Based InstructionKey LeartningAction StepsAction Step 6.1: Design Instruction for Self-Generated LearningAction Step 6.2: Consider the Purpose of HomeworkTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerStudent-Does-First Lesson Plan (Diamond Model)9 Actions 7 and 8: Implementing Evidence-Based Grading and Reporting and Restructuring the GradebookKey LearningWhy Schools Continue to Use Conventional Grading PracticesWhat Conventional Grading Practices OverlookA New Approach: Evidence-Based Grading and ReportingAction StepsAction Step 7.1: Understand the Principles of Evidence-Based Grading and ReportingAction Step 7.2: Mark and Score AssessmentsAction Step 7.3: Determine a Grade From EvidenceAction Step 8.1: Structure the Gradebook Around Stories of LearningTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionProgress TrackerMaking Grading CommitmentsEvidence-Based Gradebook Stories10 Action 9: Stressing Feedback and ReflectionKey LearningAction StepsAction Step 9.1: Activate Student VoiceAction Step 9.2: Refine Teacher FeedbackTrue North: If You Are Not Sure Where to Begin, Start HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerTemplate for Developing Objective, Prescriptive, and Inclusive FeedbackHumanizing Feedback Template11 Action 10: Responding to Students’ Learning StoriesKey LearningAction StepsAction 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 HereMost Salient Point: The Essence of This ActionMost Salient Action: Next StepsProgress TrackerLearning Story ChartDRIP CheckGuiding Questions for Generating Differentiated Instruction IdeasReadiness to Collaborate With EvidenceEpilogue: Build a New School, Build a New Future?AppendixSummary of Essential ActionsLook-Fors for Evidence-Based Teaching and LearningReferences and ResourcesIndex