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    Omearaposter

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    The document evaluates the impact of professional learning communities (PLCs) on student math outcomes in a rural, high-needs school. Data sources like surveys, interviews, and observations were used. Key findings included: (1) PLCs improved when teachers used data to inform instruction; (2) teachers' practice improved with frequent feedback and professional development. Recommendations were to continue PLCs across subjects, provide PLC training, and create time for leadership support.

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    Omearaposter

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    54 views1 page
    The document evaluates the impact of professional learning communities (PLCs) on student math outcomes in a rural, high-needs school. Data sources like surveys, interviews, and observations were used. Key findings included: (1) PLCs improved when teachers used data to inform instruction; (2) teachers' practice improved with frequent feedback and professional development. Recommendations were to continue PLCs across subjects, provide PLC training, and create time for leadership support.

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    The document evaluates the impact of professional learning communities (PLCs) on student math outcomes in a rural, high-needs school. Data sources like surveys, interviews, and observations were used. Key findings included: (1) PLCs improved when teachers used data to inform instruction; (2) teachers' practice improved with frequent feedback and professional development. Recommendations were to continue PLCs across subjects, provide PLC training, and create time for leadership support.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    54 views1 page

    Omearaposter

    Uploaded by

    api-284825601
    The document evaluates the impact of professional learning communities (PLCs) on student math outcomes in a rural, high-needs school. Data sources like surveys, interviews, and observations were used. Key findings included: (1) PLCs improved when teachers used data to inform instruction; (2) teachers' practice improved with frequent feedback and professional development. Recommendations were to continue PLCs across subjects, provide PLC training, and create time for leadership support.

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    of 1

    Evaluation of Impacting Student Math I Outcomes through

    Professional Learning Communities in a Rural, High-Needs School


    Jenny O Meara, NCSU Northeast Leadership Academy

    Problem of Practice

    Results

    Math I PLC in action

    Recommendations
    Overall
    Continue PLCs and expand them beyond EOC
    courses. Train all teachers on PLCs and create
    time for new PLCs to meet in media center all
    at once so that leadership can provide
    feedback and support.

    Background and Purpose


    The NVHS Leadership Team believes that:
    when teachers collaboratively use data to
    inform instructional decisions, student
    outcomes improve.
    when teachers receive frequent feedback
    and professional development,
    instructional practice improves.

    PLCs & Data Use

    Evaluation Questions &


    Data Sources
    Data sources used for program evaluation
    included:
    Teacher Surveys
    Teacher Interviews
    Observational Data
    PLC Agendas & Minutes
    Walkthrough Feedback
    Teacher survey
    Tracker

    Teacher
    Interviews

    Scan the
    URL code
    to watch
    a short
    video of
    teacher
    interviews
    .

    Train teachers on and model the effective


    use of data to drive PLCs.
    Select templates to focus data
    conversations.
    Seek frequent feedback from teachers.
    Identify ways to measure student growth.

    Learning Walks & Feedback

    Teacher Survey Results

    Reflection

    Conduct a book study on coaching


    teachers.
    Create and test a system for observations
    that includes in-person debriefs.
    Conduct learning walks with groups of
    teachers.

    Schedule
    Stay focused
    during
    planning
    stage.

    Math I teacher supporting his students


    in mastering difficult concepts.

    Begin with the


    end in mind.
    Plan what data
    you will collect
    with a timeline.

    Seek feedback
    from stakeholders
    at the start and
    throughout
    implementation.

    Include in master schedule six Math I


    teachers.
    Create smaller teams within the overall PLC
    through common planning.
    Keep Math I classes under 20 students

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