Professional Learning Communities Guidance Document



Supporting School and District Improvement with Professional Learning Communities

Professional Learning Community (PLC) Guidance

The Professional Learning Community Guidance Document: Instructional Team Guidelines and Responsibilities for Establishing and Maintaining Professional Learning Communities is intended as a reference tool to frame the work of developing and strengthening instructional teams at the school level. While state regulation (603 CMR 2.03) indicates that schools striving to increase their effectiveness ensure that teachers have time in which to collaborate around instruction and learning, the way that collaborative time is structured is left at the discretion of the districts and schools themselves. It is they who must establish, support, and oversee the work of the teams in the manner that best suits their district’s specific needs. What is key is that team time for teachers exists and is focused on instruction and learning.

Establishing and strengthening effective instructional teams is challenging work. For that reason, the PLC Guidance document provides examples and frameworks to help inform the work of teachers, school leaders, and district leaders, based on prevailing research on professional learning communities.

The Department created the PLC Guidance document in conjunction with the National Institute for School Leadership (NISL) representatives and a professional Working Group from districts and schools. The goal was to collaboratively create guidance that it is framed in a manner that makes sense to those who are closest to the work.

The PLC Guidance delineates one way—not the only way or the best way, but one way—that the work of structuring instructional teams can be envisioned. This vision unfolds in the six stages as part of a modified cycle (see diagram).

Those who use this document in the field are also encouraged to tailor it as they see necessary to meet the specific needs of their district, schools and teachers.

It is hoped that the PLC Guidance document is a useful framework for furthering the development of Professional Learning Communities statewide, in service of providing high quality learning opportunities for all students and ensuring that they are able to achieve at their highest potential.

For more information on PLC Guidance and other district support resources, visit or email districtassist@doe.mass.edu.

|Stage 1—Launching the Work of the Instructional Teams |

|Purpose: To reduce teacher isolation by increasing professional collaboration around the instructional core |

|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

|Establishing Vision and Purpose |

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|1. Establish sense of urgency. Align school vision to NISL’s example of an |1P. Lead discussion to instill sense of urgency in|1S. Ensure that principal, Instructional |1E. School vision is in place, is |

|effective vision statement: All students will achieve academic growth and |all Instructional Team (IT) members using data and|Leadership Team (ILT), and ITs have systems and|student-focused and measurable, and is |

|will graduate with the skills necessary to succeed at the next level without|case studies from international, national, state, |structures (including sample agendas, sample |aligned with district vision. School vision |

|remediation in a safe, fair, and caring school community. |and local levels. Format data in a way that |schedules, and means of obtaining assistance |is communicated to all stakeholders verbally|

| |highlights urgent need for improvement. |with scheduling) to improve instruction and |and through postings at school. |

|Select method of maintaining meeting minutes. Keep minutes and, based on | |student learning. | |

|timeline established by Principal’s Team, share minutes with leadership. |Facilitate teamwork to align school and district | |Agendas and minutes from IT meetings reflect|

| |visions, and to ensure that school vision meets |Utilize portions of regular meetings with |sense of urgency through targets set, |

|(NISL Units 1 and 2) Note: All NISL references = © 2006. |NISL’s criteria for an effective vision. |principals to establish an administrative |deadlines for completion of activities, and |

| | |Professional Learning Community |focus of work. |

|(Suggested Resources: The World is Flat; Tough Choices or Tough Times; and |Communicate expectation for IT to maintain meeting|(PLC)/principals’ network. | |

|Leadership Challenge) |minutes and share them with key leaders. | | |

| | |Provide mentoring to support implementation. | |

|Note: Full references with author names and publication dates can be found |Share school vision with full school community | | |

|on last page of this document. |once statement is approved. |Work with principal to align district | |

| | |plan/school plan/IT work. | |

| |(Suggested Resource: Leading Change) | | |

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| |**ILT—school-based team that supports and tracks | | |

| |progress of grade-level or content-area | | |

| |instructional teams | | |

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|* IT—grade-level or content team; school leaders make purposeful decisions | | | |

|about including specialists and guidance counselors in ITs | | | |

|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

|Handling Logistics and Setting Norms |

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|2. Create shared understanding of common goal for IT work. Goal is |2P. Provide research and readings that highlight |2S. Ensure that district representatives are in|2E. Teachers can describe goal of PLCs and |

|commitment to improve instruction and student learning through collaboration|the way ITs/PLCs work, and their potential impact |attendance at some of the principals’ meetings |workings of ITs. |

|around creating and implementing common standards-based lessons with |on instruction. Establish common purpose for the |so that they can reinforce IT goals when they | |

|embedded formative assessments, providing feedback, and monitoring student |work of ITs. |interface with faculty. |Characteristics of PLCs are posted in meeting|

|achievement. | | |rooms. |

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|(NISL Units 3 and 8) | | | |

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|3. Utilize IT meeting time that has been carved out by principal and |3P. Design master instructional schedule to |3S. Set expectation for district office to stay|3E. Each teacher regularly participates in |

|leadership team. |provide adequate meeting time for ITs. Set |apprised of frequency of IT meetings and to |one horizontal and one vertical team. |

| |consistent “sacred” time for IT meeting sessions. |help in setting periodic agendas in |(Horizontal team meetings are frequent = at |

|(NISL Unit 8) |(ESE’s Ten Enabling Conditions note one meeting |collaboration with principals. |minimum, one time per week; vertical team |

| |per week.) | |time is less frequent.) |

|(Aligned with 603 CMR 2.03—6e: Enabling Condition 10: The weekly and annual | |Use regular meetings with principals to allow | |

|work schedule for teachers provides adequate time for regular, frequent, |(Suggested Resources: The Wisdom of Teams; and |school leaders to touch base with district |Teaming schedules are posted in meeting |

|department and/or grade-level faculty meetings to discuss individual student|Teaching Gap) |representatives (curriculum and instruction |rooms or online. Sign-in sheets document |

|progress, curriculum issues, instructional practice, and school-wide | |leaders) at completion of key stages in |teachers’ regular attendance. |

|improvement efforts.) | |development of PLC. | |

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|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

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|4. Establish behavioral and procedural norms. Set norms to make PLC work |4P. Lead initial meeting(s) to build capacity of |4S. Use regular principal meetings to provide |4E. Printed norms are posted in IT meeting |

|non-threatening and focused on student improvement. Assign roles such as |IT leaders who will eventually facilitate. |opportunities for school leaders to confer with|room(s) and focus on collaboration and on |

|secretary and timekeeper and determine means for collecting feedback on IT | |district representatives on agendas for initial|commitment to continuous improvement. |

|process. |Ensure that IT sets norms that enable PLC work to |IT meetings. | |

| |unfold in a non-threatening environment. Ensure | | |

|(NISL Unit 10) |that team members know that data analysis done by | | |

| |IT is for the purpose of improving student | | |

|(Suggested Resource: The Wisdom of Teams) |performance. | | |

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| |Set agendas for first meetings. Regularly | | |

| |emphasize the importance of IT work. | | |

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|5. Understand characteristics of high-performing teams. |5P. Lead discussion on characteristics of |5S. Provide research and support regarding |5E. Based on their understanding of PLCs, |

| |high-performing teams and share text references on|high-performing teams to principals. Encourage |ITs begin to function effectively. For |

|Discuss characteristics of effective PLCs through text-based discussions. |PLCs. |district representatives to review suggested |example, they ground their work in data and |

| | |literature. |stay focused on student learning. |

|(NISL Units 8 and 10) |(Suggested Resources: The Wisdom of Teams; The | | |

| |Five Dysfunctions of a Team; Learning by Doing; | | |

| |and On Common Ground) | | |

|ESE Support: |

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|District/School Customization: |

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|Stage 2—Analyzing Data and Setting Targets |

|Purpose: To develop culture of data-based instructional decision-making/continuous evaluation of progress |

|Collaborative Instructional Team’s (IT’s) |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions |Actions | |

|Reviewing Current School-Wide Targets in Light of Data |

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|6. Review strengths and gaps in performance. Review school-wide improvement |6P. Lead ILT in setting school-wide improvement |6S. Facilitate timely AYP and MCAS data-sharing|6E. School-wide improvement targets are set |

|targets that will already have been set by ILT, and confirm priority areas |targets and preparing charts, graphs, and tables |between the district and principal/ILT. |by ILT, are confirmed by ITs, and are posted|

|of improvement focus by looking at data. Consider raw grade-level, subject, |of data to be used at IT meetings. Ensure that | |in IT meeting room(s). |

|and course data and determine correlation between data and the targets set |performance targets are aligned with targets for |Arrange for professional development on data | |

|by ILT for students in the aggregate and for subgroups, as needed. |making AYP. |analysis and root cause analysis to be provided|(Aligned with 603 CMR 2.03—6e: Enabling |

| | |to key school leaders. |Condition 5: The school has a system to |

|(NISL Unit 13) |Present approved school-wide targets to ITs. | |provide detailed tracking and analysis of |

| | |Ensure that school-based professionals have |assessment results and uses those results to|

| |Provide necessary professional development in data|access to data analysis tools and technical |inform curriculum, instruction and |

| |analysis. |assistance. |individual interventions.) |

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| |Provide teachers with AYP, MCAS, and all other | |(Suggested Resource: PIM Student Performance|

| |relevant data. |(Suggested Resource: District Data Team |Goal Spreadsheet—ESE website) |

| | |Toolkit—ESE website) | |

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|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

|Setting Grade-Level or Course Targets |

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|7. Using data, establish targets for each grade, content area, and/or |7P. Review each list of targets to be certain that|7S. At regular principal meetings, each |7E. List of grade-level or course targets is|

|course, depending on school configuration or need. |targeted percentage/ numeric increases are |principal will share agendas and IT |produced for each grade and subject |

| |sufficient to make progress (including AYP, where |deliverables, including lists of targets. |(elementary/middle) or for each course (high|

|Express each target as a % and # of students targeted to move between each |applicable) and are aligned with school-wide | |school). |

|of the proficiency levels. |targets. (Non-tested subjects are part of this |Ensure that district has clear expectations and| |

| |process.) |a coordinated approach to administrating pre- | |

|Note: Sample target can be found on last page of this document. | |and post-tests and other assessments, so that | |

| |Provide data for grade levels, subjects, and |data is consistent across classes/schools. | |

|Confirm these targets in light of school-wide targets set by ILT. (Targets |courses. | | |

|measured by district assessments should also be set.) | |(Aligned with 603 CMR 2.03—6e: Enabling | |

| | |Condition 4: The school implements | |

|Possible data sources: | |systematically a program of interim assessments| |

|MCAS, GRADE, DIBELS, DRA, SAT-9, district- or school-designed pre- and | |[4-6 times per year] in English language arts | |

|post-tests, end-of-unit tests | |and mathematics that are aligned to school | |

| | |curriculum and state frameworks.) | |

|(NISL Unit 13) | | | |

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|(Suggested Resource: PIM Student Performance Goal Spreadsheet—ESE website) | | | |

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|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

|Setting Classroom and Individual Targets |

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|8. Set classroom targets. Teachers on ITs set % and # targets for individual|8P. Lead review of each list of targets to be |8S. Arrange for district representatives to |8E. Classroom targets are set. |

|classrooms. Specialists such as content coaches, experts in language |certain that targeted increases are sufficient for|meet regularly with principal to confirm that | |

|acquisition and sheltering content for ELLs, and special education teachers |school to make progress, to make AYP, and to |targets for aggregate, for grade levels, and | |

|assist with target-setting. Targets align with grade, subject, and course |achieve other school-wide goals. |for subgroups are in alignment, and to confirm | |

|targets, as well as school-wide targets. | |that all targets align with district goals. | |

| |Coordinate integration of specialists and support | | |

| |staff into IT work. | | |

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|9. Set individual student growth targets for every student using each |9P. Review each list of targets to be certain that|9S. Ensure that there is a review of all |9E. Individual targets are set for each |

|student’s name and particular performance results. Reference classroom |targeted gains will result in school’s achievement|targets—from school-wide to individual student |student. |

|targets as part of process. Use MCAS, GRADE, DIBELS, DRA, SAT-9, district- |of AYP. |targets—for the purpose of assessing needs at | |

|or school-designed pre- and post-tests, end-of-unit tests, and/or other | |the school level and making decisions about |(Aligned with 603 CMR 2.03—6e: Enabling |

|assessments deemed appropriate. | |deployment of resources and assistance. |Condition 5: The school has a system to |

| | | |provide detailed tracking and analysis of |

| | | |assessment results and uses those results to|

| | | |inform curriculum, instruction, and |

| | | |individual interventions.) |

|ESE Support: |

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|District/School Customization: |

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|Stage 3—Developing Focus and a Process for Monitoring Progress |

|Purpose: To identify skill, conceptual understanding, and problem solving gaps/needs and set appropriate targets |

|Collaborative Instructional Team’s (IT’s) |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions |Actions | |

|Prioritizing Students’ Skill, Conceptual Understanding, and Problem Solving Needs |

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|10. Determine areas of greatest need (gap between student performance and |10P. Approve areas of greatest need identified by |10S. Ensure that district representatives stay |10E. Needs assessments are completed and are|

|standard[s]) in terms of students’ skill development, conceptual |ITs. Consult with ITs about order in which |apprised of ILT’s/ITs’ discussions about |shared with school-level colleagues on other|

|understanding, and/or problem solving by undertaking item analysis. Identify|teachers will address needs through instruction. |student skill and knowledge needs and |ITs. |

|standards/strands with which students struggle (approximately three or four |Document and share information with district |curricular and instructional programs’ ability | |

|areas of need by grade for each content area). |representatives and superintendent via written |to address those needs. |Areas of greatest need are prioritized, and |

| |statements of prioritized needs. | |brief narratives to justify the |

|Use data to prioritize areas of need (gaps). | |Make certain that district-level curriculum |prioritization are prepared. |

| |Ensure that student support services (academic |directors and content and support specialists | |

|(NISL Unit 13) |interventions and social support services) are |use ILT and IT data in curriculum and | |

| |considered. |instruction decisions. | |

|(Suggested Resource: PIM Student Performance Worksheet 3-D, Student Learning| | | |

|Objectives—ESE website) | |Arrange for review of principal’s statements. | |

| | |Access key district personnel who can assist | |

| | |with addressing areas of greatest need. | |

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|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

|Planning to Address Individual Needs |

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|11. Establish a process for monitoring each student’s progress. For example,|11P. Ensure that teachers understand the benefit |11S. Facilitate development of student |11E. A process that has been developed by |

|create a folder or use an existing work folder to document progress made and|of monitoring individual student progress. |performance monitoring system. Provide training|teachers and/or district and school leaders |

|services accessed to address identified needs. | |and/or communications to foster principals’ and|exists to help with monitoring of individual |

| |Establish process for charting and monitoring |teachers’ understanding of the true benefit of |student progress. |

|(NISL Units 3 and 13) |class, grade, subject area, and course performance|maintaining and using a system for monitoring | |

| |data on monthly basis to determine progress toward|student progress. | |

| |meeting targets. | | |

| | |Support mapping of progress through use of | |

| | |technology and provision of district-developed | |

| | |electronic templates. | |

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| | |(Suggested Resource: Breakthrough, Chapter 5) | |

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|ESE Support: |

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|District/School Customization: |

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|Stage 4—Building and Sharing Standards-Based Lessons |

|Purpose: To ensure that teachers have instructional resources necessary to address prioritized areas of need |

|Collaborative Instructional Team’s (IT’s) |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions |Actions | |

|Reviewing Curriculum and Guidelines in Relation to Needs |

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|12. Review standards-based curriculum to identify where essential learning |12P. Advocate for any necessary adjustments to |12S. Ensure that standards-based curriculum |12E. Alignments between areas of greatest |

|standards are tied to areas of greatest need. Determine how needs are |curriculum, pacing guides, and instructional |maps are in place, are aligned with MA |need and grade-level subject or course |

|addressed across content areas. |materials that are highlighted through IT work. |Curriculum Frameworks, and are reviewed as part|curricula are completed. |

| | |of curriculum renewal cycle for each content | |

|Review curriculum map and pacing guides to determine when areas of greatest | |area. District-provided resources should |This includes documentation of identified |

|need (performance gaps) are addressed. Align planned activities and needs. | |include performance standards, suggestions |needs matched with appropriate resources. |

| | |about student work that demonstrates | |

|(NISL Units 3, 5-8, and 13) | |proficiency, and materials to address needs of | |

| | |all students. | |

|(Suggested Resources: The Teaching Gap, Chapter 8; PIM Worksheet 0-D—School | | | |

|Self-Assessment [Curric]—ESE website). | |Facilitate process for aligning needs and | |

| | |resources. | |

|(Aligned with 603 CMR 2.03—6e: Enabling Condition 3: The school is | | | |

|implementing curricula that are aligned to state frameworks in core academic| | | |

|subjects.) | | | |

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|Collaborative Instructional Team’s (IT’s)* |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

|Actions |Actions (ILT)** |Actions | |

|Establishing Performance Measures and Engaging in Formative Assessment |

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|13. Commit to strategies for formatively assessing students. |13P. Provide professional development on building |13S. Ensure that district provides training in |13E. Common strategies—and sometimes, common|

| |and implementing common formative assessments. |building and administering formative |tasks, tests, or homework assignments—are |

|(Aligned with 603 CMR 2.03—6e: Enabling Condition 4: The school implements | |assessments/strategies. |developed collaboratively to formatively |

|systematically a program of interim assessments (4-6 times per year) in |Provide IT with assessment inventory so that all | |assess students’ learning. |

|English language arts and mathematics that are aligned to school curriculum |team members know which assessments are given and |Support and encourage the development and use | |

|and state frameworks.) |what each one targets/diagnoses. |of common assessments and assessment strategies| |

| | |for all content areas. | |

|Identify type(s) of work that students will produce as evidence of | | | |

|proficiency, as well as ways (for example, standards-based rubrics) work | |Structure an assessment inventory to highlight | |

|will be assessed to gauge quality. | |district-mandated and suggested assessments, | |

| | |timeline on which they are given, and what they| |

|(NISL Unit 13) | |diagnose. | |

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|(Suggested Resource: “Assessment for Learning: Building a Culture of | | | |

|Confident Learners” in On Common Ground) | | | |

|Collaboratively Working with Colleagues to Build Lessons |

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|14. Collaboratively develop standards-based units (or lessons) linked to |14P. Develop standards-based unit and lesson |14S. Allocate resources to conduct trainings |14E. Standards-based lessons aligned to |

|essential standards and areas of greatest need. |design protocols. Train teachers in their use. |and provide templates for standards-based |district curriculum maps and areas of |

| |(Protocols should include specification of |lesson design. |greatest need are built. |

|Build lessons while keeping in mind NISL’s Principles of Teaching and |standards, assessments for learning, methods of | | |

|Learning, Vygotsky’s zone of proximal development, and knowledge of focused |differentiation of instruction, rubrics, and | |Descriptions of student work that will |

|instruction and formative assessment. |materials.) | |demonstrate proficiency are determined. |

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|(NISL Units 5 and 6) |Support development of collaboratively designed | |(Suggested Resources: NCS Mentor—ESE |

| |standards-based lessons by assigning coaches to | |website, supplemented with new release items;|

| |participate regularly in IT meetings. | |and NCEE New Standards) |

|ESE Support: |

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|Stage 5—Implementing Collaboratively Designed Lessons and Monitoring Progress |

|Purpose: To ensure that the taught curriculum is well planned, data-based, and targeted to students’ needs |

|Collaborative Instructional Team’s (IT’s) Actions |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

| |Actions |Actions | |

|Using Collaboratively Built Lessons |

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|15. Implement standards-based lessons using embedded |15P. Deploy instructional coaches to support teachers in |15S. Arrange for coaches to receive adequate professional |15E. Feedback to students is tied to |

|formative assessment strategies in individual classrooms.|researching strategies that improve student performance, |development and support in carrying out their work. |standards, is specific, is co-constructed |

|Provide students with feedback on how to improve their |particularly in areas of greatest need. | |with students when possible, informs |

|work, and encourage student-to-student feedback. | |Ensure that coaches have good understanding of effective |students about how to improve, and is used |

| |(Aligned with 603 CMR 2.03—6e: Enabling Condition 8: The |standards-based practice. |by students. |

|Gather evidence to show lessons’ effectiveness. Track |school has at least two full-time subject-area coaches, | | |

|lesson effectiveness, student progress, need for changes |one each for English language arts/reading and one for |Provide models of effective feedback to students. |Student progress is mapped particularly in |

|to lesson structure, and need for student remediation. |mathematics, who are responsible to provide faculty at the| |the areas of greatest need. |

|Seek peer feedback from colleagues. |school with consistent classroom observation and feedback |Use regular principal meetings to have principals report | |

| |on the quality and effectiveness of curriculum delivery, |evidence of implementation of instructional priorities. |There is documentation on instructional |

| |instructional practice, and data use.) |Encourage district representatives to join principals for |strategies that have been employed and that |

| | |periodic Learning Walkthroughs. |have proven effective in reducing gaps in |

| |Oversee implementation of collaboratively developed | |areas of greatest need. |

| |standards-based lessons. Lead Learning Walkthroughs and |Establish regular district data reviews to consider | |

| |provide teachers with feedback/coaching. |evidence across schools, including rolled up Learning |There is an archive of IT documents showing |

| | |Walkthrough evidence. |how lessons are built, shared, reflected on,|

| |(NISL Coaching Inst. Unit 9) | |and refined. |

| | |Ensure that there is a process for tying teacher | |

| |(Suggested Resources: The Heart of Coaching – See Full |evaluations, in part, to student performance and progress | |

| |Reference List; Learning Walkthrough Implementation Guide |toward meeting the standards, as well as to teachers’ | |

| |—ESE website) |contributions to IT work. | |

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| |Meet regularly with ITs to review evidence of student | | |

| |learning, paying particular attention to progress made in | | |

| |areas of greatest need. Review changes to instruction to | | |

| |target those particular needs. | | |

|Collaborative Instructional Team’s (IT’s) Actions |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

| |Actions |Actions | |

|Working Collaboratively to Determine Level of Student Learning |

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|16. Analyze and score student work produced as evidence |16P. Ensure that ITs have access to protocol for scoring |16S. Provide protocol for analyzing student work. |16E. Rubrics tailored to specific student |

|of learning using agreed-upon standards-based protocol. |student work. | |assignments and standards are used to score |

| | |Take steps toward ensuring that standards-based teaching |work. Results are recorded. |

|(NISL Units 6-8) |Implement process for collecting, charting, and monitoring|and learning are accompanied by a standards-based grading | |

| |classroom, grade, subject area, and course performance |system that reflects accurate reporting of student |Student work is displayed with related |

| |data on monthly basis to determine progress toward meeting|achievement. |standards-based rubrics and teacher |

| |targets. | |commentary. Samples of student work are saved|

| | |Arrange for quarterly reviews of student performance data |via the school’s process for monitoring |

| |Provide feedback to ITs that relates to displayed student |between principal and district representatives. Review |student progress. |

| |work and the standards, rubrics, and teacher commentary |progress toward meeting targets. | |

| |that it contains. | | |

| | |Ensure that principal receives feedback on IT work and on | |

| |Establish focus for some IT meetings based on students’ |student performance, and ensure that feedback is | |

| |needs, as evidenced by their scored work. |appropriate for sharing with faculty members. | |

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| |Problem solve around barriers to adjusting instruction to |Develop policy and practices that enable principals to | |

| |meet students’ needs. |address instances of faculty members not meeting | |

| | |expectations/not addressing specific needs of students. | |

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| | |Facilitate creation of benchmarks, exemplars, and some | |

| | |rubrics for grade levels and courses, and ensure that they| |

| | |are aligned with standards. | |

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| | |(Suggested Resources: NCEE’s New Standards; NCTM | |

| | |Standards; NCTE Standards; and MA Curriculum Frameworks) | |

| | | | |

| | | | |

|Collaborative Instructional Team’s (IT’s) Actions |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

| |Actions |Actions | |

|Ensuring that Interventions/Safety Nets are Effectively Utilized |

| | | | |

|17. Based on frequent formative and summative assessment |17P. Create school-wide system of interventions. |17S. Create district-wide model of intervention. |17E. There are effective protocols for |

|data, discuss regrouping strategies as appropriate within| | |moving students in and out of safety nets, |

|and across classrooms and grades, prior to activation of |Carve time out of schedule to allow interventions. |Establish process for reviewing each school’s master |and those protocols are used. |

|safety nets. |Allocate resources to support interventions/safety nets. |schedule and ensuring that supports are in place. Confirm | |

| | |that district-provided safety nets are adequate. |There is documentation of movement of |

|Reach consensus on how to customize and utilize |Ensure that safety nets are appropriately customized and | |students through safety nets. |

|intervention/safety net system. |are effective. |Identify and engage appropriate community partners to | |

| | |enhance interventions/safety nets. |There is documentation on evaluation of |

|Confer with Child Study/Student Support Teams to review |Ensure that there is process by which Child Study/Student | |safety nets’ effectiveness. |

|student progress and determine mobility in and out of |Support Teams, intervention providers, specialists, and |Make certain that curriculum materials, as well as | |

|interventions/safety nets. |parents regularly collaborate. |supplemental resources to be used with students at various| |

| | |levels of development and language proficiency, are in | |

|Make suggestions to providers and to ILT about ways to |Ensure that interventions/safety nets are provided by |place. | |

|improve delivery of interventions. |staff members whose qualifications match level of | | |

| |intervention needed. |Oversee and provide input on funding for safety nets. | |

|(NISL Units 3 and 9) | | | |

| | |Ensure that coaches know how to support teachers who are | |

|(Aligned with 603 CMR 2.03—6e: Enabling Condition 6: The | |working with targeted groups. | |

|school schedule for student learning provides adequate | | | |

|time on a daily and weekly basis for the delivery of | | | |

|instruction and provision of individualized support as | | | |

|needed in English language arts and math, which for | | | |

|students not yet proficient is presumed to be at least 90| | | |

|minutes per day in each subject; and Enabling Condition | | | |

|7: The school provides daily after-school tutoring and | | | |

|homework help for students who need supplemental | | | |

|instruction and focused work on skill development.) | | | |

| | | | |

|ESE Support: |

| |

| |

| |

|District/School Customization: |

| |

| |

| |

|Stage 6—Celebrating Success and Reviewing Progress of IT Work |

|Purpose: To note small wins and use them as platform from which to achieve greater gains |

|Collaborative Instructional Team’s (IT’s) Actions |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

| |Actions |Actions | |

|Archiving Effective Lessons |

| | | | |

|18. Archive only those lessons with proven success at |18P. Ensure use of protocol for archiving effective lessons. |18S. Establish protocol for archiving and sharing only |18E. Successful lessons and strategies are |

|getting students to proficiency. | |the most effective lessons. |archived and shared. Samples of student work|

| |Within school, publicly celebrate examples of lessons that | |at different proficiency levels are produced|

|(NISL Units 8, 9, and 13) |have helped students meet targets. |Facilitate creation of bank of effective lessons. |through implementation of lessons and are |

| | | |saved. |

|(Suggested Resource: Results Now, Chapter 8) |Facilitate a process for communicating students’ progress |With school board/school committee, ensure that there | |

| |from grade to grade. |is public recognition of specific examples of |Formal process for communicating students’ |

| | |improvement in instruction that have resulted in |progress (and sharing samples of student |

| | |improved student performance. |work) from grade to grade is developed and |

| | | |used. |

|Reaching Out to Parents |

| | | | |

|19. Frequently update parents on their children’s |19P. Coordinate gatherings of parents and, at these |19S. Support principal in reaching out to parents. |19E. Timely progress reports and student work|

|progress and on changes to instruction that are designed |gatherings, make student work and changes to instruction |Participate in key gatherings. |samples are shared with parents. |

|to address their children’s specific needs. |public. | | |

| | | | |

| |Develop public relations plan to guide process for sharing | | |

| |instructional successes with the broader community. | | |

|Collaborative Instructional Team’s (IT’s) Actions |Principal’s Team’s |Superintendent’s Team’s |Sample Evidence |

| |Actions |Actions | |

|Reflecting on the Work of the Instructional Team |

| | | | |

|20. Complete year-end review of IT’s impact on |20P. Encourage ITs to consider structural and other changes |20S. Request and review school-generated report on IT |20E. Brief report is generated to describe |

|instruction and learning. |that teams could make to ensure that their future work is |changes for coming school year. |how IT activities will be improved in coming|

| |even more successful. | |school year. |

| | | | |

| | | |(Suggested Resource: Common Planning Time |

| | | |Self-Assessment Toolkit —ESE website) |

|ESE Support: |

| |

| |

| |

|District/School Customization: |

| |

| |

| |

Full References—Texts and Other Resources

Stage 1—Launching the Work of the Instructional Teams

DuFour, R., Eaker, R., and DuFour, R., Eds., 2005, On Common Ground

DuFour, R., DuFour, R., Eaker, R., and Many T., 2006, Learning by Doing: A Handbook for Professional Learning Communities at Work

Friedman, T.L., 2005, The World is Flat

Katzenbach, J.R., and Smith, D.K., 2006, The Wisdom of Teams: Creating the High-Performance Organization

Kotter, J.P., 1996, Leading Change

Kouzes, J.M. and Posner, B.Z., 2002, The Leadership Challenge, Chapter 6—“Enlist Others”, pp141-170

Lencioni, P., 2002, The Five Dysfunctions of a Team: A Leadership Fable

New Commission on the Skills of the American Workforce, NCEE, 2007, Tough Choices or Tough Times

Stigler, J.W. and Hiebert, J., 1999, The Teaching Gap, Chapter 9—“The Steady Work of Improving Teaching”, pp149-168

Stage 2—Analyzing Data and Setting Targets

District Data Team Toolkit- visit or email districtassist@doe.mass.edu

PIM Student Performance Goal Spreadsheet – visit

Sample target set by ILT: “Increase performance of the aggregate and all subgroups on ELA MCAS by focusing on open response and vocabulary in all content.”

Sample target for grade level/course: “Increase the percentage of students at Grade 5 scoring Proficient and Advanced on ELA MCAS from 35% (94 students) in 200_ to 46% (123 students) in 200_ by focusing on open response and vocabulary, in addition to specific areas of need for individual students.”

Stage 3—Developing Focus and a Process for Monitoring Progress

Fullan, M., Hill, P., and Crevola, C., 2006, Breakthrough, Chapter 5—“Building a Critical Learning Instructional Path”, pp57-84

PIM Student Performance Worksheet 3-D, Student Learning Objectives – visit

Sample of focused target: “Increase the percentage of students at Grade 5 scoring Proficient and Advanced in ELA from 35% (94 students) in 200_ to 46% (123 students) in 200_ by focusing on areas of need, including fiction and nonfiction, text structures, myth, classical literature, vocabulary, and concept development.”

Stage 4—Building and Sharing Standards-Based Lessons

PIM Worksheet. 0-D—School Self-Assessment [Curric] – visit

R. Stiggins, 2004, “Assessment for Learning: Building a Culture of Confident Learners” in DuFour, R., Eaker, R., and DuFour, R., Eds., 2005, On Common Ground

Stigler, J.W. and Hiebert, J., 1999, The Teaching Gap, Chapter 8—“Setting the Stage for Continuous Improvement”, pp129-147

Stage 5—Implementing Collaboratively Designed Lessons

Crane, T.G., 2002, The Heart of Coaching: Using Transformational Coaching to Create a High-Performance Coaching Culture

Learning Walkthrough Implementation Guide - visit or email districtassist@doe.mass.edu

NCEE’s New Standards; NCTM Standards; NCTE Standards; MA Curriculum Frameworks

Stage 6—Celebrating Success and Reviewing Progress of IT Work

Common Planning Time Self-Assessment Toolkit - visit or email districtassist@doe.mass.edu

Schmoker, M., 2006, Results Now, Chapter 8—“Setting the Stage for Continuous Improvement”, pp129-147

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Individual

Student

Targets

Stage 2: Analyzing Data and Setting Targets

Stage 1: Launching the Work of the Instructional Teams

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