STANDARDS FOR PROFESSIONAL LEARNING
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Participating in data-driven PLCs allow educators to meet the following Teacher Leader Model Standards:
Engage in Continuous Improvement
Develop Collective Responsibility
Create Alignment and Accountability
TEACHER LEADER MODEL STANDARDS
Participating in data-driven PLCs allow educators to meet the following Teacher Leader Model Standards:
Domain I: Fostering a collaborative culture to support educator development and student learning
Domain II: Accessing and using research to improve practice and student learning
Domain III: Promoting professional learning for continuous improvement
Domain IV: Facilitating improvements in instruction and student learning
Domain V: Promoting the use of assessments and data for school and district improvement
REFERENCES
Academic Success for All Students: A Multi-Tiered Approach. (2014, October 21). Retrieved June 25, 2018, from https://www.youtube.com/watch?v=khzkNRjsPBE&t=295s
Ainsworth, L. (2010). Rigorous curriculum design: How to create curricular units of study that align standards, instruction, and assessment. Englewood, CO: Lead and Learn Press.
Bailey, K., & Jakicic, C. (2012). Common formative assessment: a toolkit for professional learning communities at Work. Bloomington, IN: Solution Tree Press.
Best Practices: Creating a Common Assessment. (2013, September 11). Retrieved June 25, 2018, from https://www.youtube.com/watch?v=amipgHiAjh0
Collins, J., & Porras, J. I. (1994). Built to last: Successful habits of visionary companies. New York: HarperBusiness.
Common Formative Assessment Planning Template (n.d.). Retrieved June 25, 2018, from http://graniteblog2.graniteschools.org/blog/mtss/wp-content/uploads/sites/10/2014/09/CFA-template-with-Blooms.pdf
Data-Driven PLC: Challenge. (2018, June 04). Retrieved June 05, 2018, from https://www.youtube.com/watch?v=z7MLCik2mdI&feature=youtu.be
Dimich-Vagle, N. (2015). Design in five: Essential phases to create engaging assessment practice. Bloomington, IN: Solution Tree Press.
DuFour, R., DuFour R., Eaker, R., Many, T.W., Mattos, M. (2016). Learning by doing: A Handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.
Learning Communities. (n.d.). Retrieved June 15, 2018, from https://learningforward.org/standards/learning-communities
National Research Council. (2000). How people learn: Brain, mind, experience and school (expanded edition). Committee on Developments in the Science of Learning. J. D. Bransford, A. L., Brown, A., & R. R. Cocking (Eds.), Washington, DC: National Academy Press.
PLC Big Ideas 3 Culture of Collaboration. (2015, March 11). Retrieved June 25, 2018, from https://www.youtube.com/watch?v=0UwZh1AgPYM
PLC Big Ideas 4 Focus on Results. (2015, March 11). Retrieved June 25, 2018, from https://www.youtube.com/watch?v=jnH_xo1bv2k
Richard DuFour on the Importance of Common Formative Assessments. (2016). Retrieved June 25, 2018, from https://vimeo.com/156590269
Teacher Leader Model Standards. (n.d.). Retrieved from http://www.nea.org/home/43946.htm
The IRIS Center for Training Enhancements. (2005). How people learn: Presenting the learning theory and inquiry cycle on which the IRIS Modules are built. Retrieved on [May, 18, 2018] from http://iris.peabody.vanderbilt.edu/module/hpl/
Using CFAs to Improve Teaching and Learning. (n.d.). Retrieved June 25, 2018, from https://www.teachingchannel.org/videos/common-formative-assessment