Early Release Fridays- PLC's
Scroll down to read our weekly journal entry about PLC's.
Each Friday the teachers a Bill Roberts participate in Professional Learning Communities. It is a time for us to collaborate and work with other staff members to further our own learning. This year we are focusing on 21st Century Learning Skills and deeper level thinking. We also work in Data teams to analyze what is working here at Bill Roberts and ideas we have to help our school improve.
We will be updating this throughout the year with things that we are learning about and incorporating into our classrooms. If you have any questions, please e-mail them to us and we'd be happy to answer them!
There is also information available on the Bill Roberts Website about Early Release Fridays. (You can also click here!)
Each Friday the teachers a Bill Roberts participate in Professional Learning Communities. It is a time for us to collaborate and work with other staff members to further our own learning. This year we are focusing on 21st Century Learning Skills and deeper level thinking. We also work in Data teams to analyze what is working here at Bill Roberts and ideas we have to help our school improve.
We will be updating this throughout the year with things that we are learning about and incorporating into our classrooms. If you have any questions, please e-mail them to us and we'd be happy to answer them!
There is also information available on the Bill Roberts Website about Early Release Fridays. (You can also click here!)
Bill Roberts Professional Learning Plan for 2011-2012
| professional_learning_plan_2011_-_2012.docx |
Friday, April 6th, 2012
Michelle from PEBC came today to teach teachers to be writers. It was incredible to write so much. As students, we reflected on the experience of our own students every day. Where do ideas come from? How do we craft our writing? The model she shared with us is called the "inquiry process", where students are immersed in a genre, given great mentor texts, and then students notice characteristics and emulate them in their writing. It was a joy to read and write together as colleagues. I believe we developed a deeper understanding of writing.
Friday, March 23rd, 2012
"How are the monthly writing prompts helping our students grow as writers?" This question was at the heart of our conversation this week. As a staff, we evaluated the positives and challenges of monthly writing prompts. Overall, the teachers are pleased with the vertical and grade level conversations about student writing and next steps for instruction. We want our assessments to be more authentic to our grade, so we will recraft a way to keep a formal writing assessment that lends to student feedback and conversations with colleagues, but choose the modes and topics that make sense for our students. This was a great meeting and our schoolwide focus of writing is clear. :)
Towards the end of our meeting, Suzanne Frachetti, our amazing librarian, gave us an inspirational inservice about the technology available to us through the use of iPads. It was a great way to end our time together with plans to use technology meaningfully!
Friday, March 16th, 2012
Writing for "authentic purpose and audience" was the topic of our study today. Why do we write as adults? What do you ask our students to write? How do we increase the authenticity of our lessons and outcomes? Our homework is to note how much time in a day our students are writing across all content areas.
Friday, March 9th, 2012
Meeting as a second grade team for the first hour, we planned the next three months of school. From a field trip to the Museum of Nature and Science in April to the Nonfiction Share details next week, we collaborated to create thoughtful plans for student experiential learning.
Then, we met with other colleagues that have a similar professional goal. Ms. Umberger's group is focused on Differentiation and Ms. Beckler's group is focused on High Impact Instructional Moves. We shared our evaluation experience from Peer Observers and the current research supporting our work. This conversation deepened our understanding for our PGP (Professional Growth Plan).
Friday, March 2nd, 2012
Michelle from PEBC led us through an examination of our lab visits with other teachers and the use of thinking strategies in writing. Teachers gained insight into how to guide our students to be critical and reflective thinkers in all subject ares. We are continually rejuvenated by the great work happening at Roberts!
Friday, February 24th,2012
Today we met as a grade level team to continue our work around writing. We had a lot of celebrations about student growth in all areas, and chose our next teaching points. It is a good reminder to see across 2nd grade, up to 3rd and down to 1st. Our school is showing incredible writing! :)
The second half of PLC was book study group. Mrs. Umberger's book, Writing in Math, and Mrs. Beckler's book, Study Driven, have provided a lot of ideas for instruction.
Tuesday, February 21st, 2012
Though not an official PLC day, we had the opportunity to observe excellent teachers in other schools. Mrs. Beckler and Mrs. Umber learned so much!
Friday, February 10th, 2012
"The articulation of our beliefs with one another helps us to clarify our thinking and change our practice." - Adapted from Regie Routman, Writing Essentials
We began our time together as we reflected upon this quote. How has our thinkingand teaching practice changed since the beginning of the year? Are we aligning our writing expectations? Have grade level and vertical conversations helped us to clarify our teaching? Next, we completed a questionnaire noting whether we agreed or disagreed with the statements on the page. This led to our defining beliefs as a staff. It was wonderful when we shared our beliefs out loud and found so many commonalities! Our objective is to create a statement that reflects the whole staffs' writing philosophy.
The second half of PLC was team planning time. We discussed our common thinking strategy of "monitoring for meaning" across math, science and literacy. We planned out the next nonfiction unit called, "Speak Up!" in which the students will have the opportunity to present their own passions.
We began our time together as we reflected upon this quote. How has our thinkingand teaching practice changed since the beginning of the year? Are we aligning our writing expectations? Have grade level and vertical conversations helped us to clarify our teaching? Next, we completed a questionnaire noting whether we agreed or disagreed with the statements on the page. This led to our defining beliefs as a staff. It was wonderful when we shared our beliefs out loud and found so many commonalities! Our objective is to create a statement that reflects the whole staffs' writing philosophy.
The second half of PLC was team planning time. We discussed our common thinking strategy of "monitoring for meaning" across math, science and literacy. We planned out the next nonfiction unit called, "Speak Up!" in which the students will have the opportunity to present their own passions.
Friday, January 27th, 2012
The staff met in the library with a focus on writing.
We sat with our book study groups to plan out the chapters for discussion during this semester. Ms. Umberger is reading, Writing in Math Class, while Mrs. Beckler is reading Study Driven. Our book club groups span grade and content levels. I think we all agree they are a highlight in our professional growth. :)
DPS has provided teacher leaders at all schools with PCKi (Pedagogical Content Knowledge Intensive) facilitation guides. The goal is to deepen teacher knowledge. Our strand is writing which aligns beautifully with our own school focus. Today, we spent 45 minutes composing, thinking, and sharing our own beliefs about writing. We are on our way to developing common understandings and beliefs school-wide.
We spent our last 45 minutes looking at January student writing prompts with our grade levels. We analyzed and revised our rubrics. Next week we will have the opportunity at a Wednesday staff meeting to share our rubrics and student writing with the grade level above/below us. In this way, we will continue to create consistency in expectations. Yay!
Friday, January 20, 2012
One way Denver Public Schools supports its teachers and students is through a new evaluation and professional development system referred to as LEAP. Our school is part of the pilot project. Four times a year we are evaluated and coached on a framework of effective teaching by school administration and outside peer observers. We have a schoolwide goal of "21st century skills" and personal goals. This Friday, teachers with similar personal goals met to explore the resources available for improving our teaching practice.
Friday, January 13th, 2012
Today, we studied student assessments. We deeply value analysis of data for relevant, targeted, and timely instruction. The second hour we came together as a staff to align our understandings and expectations regarding writing. We will begin a monthly school-wide writing prompt. This student work will be the heart of vertical and horizontal conversations. For example, what do we expect regarding content, organization, style, fluency and language usage from ECE through 8th grade, etc.? Our first prompt is on January 25th and we look forward to the insights that will arise from team discussions.
Friday, January 6th, 2012
This semester, we continue our studies of the Cognitive Thinking Strategies, as we dive into a whole school study of WRITING. It is exciting to analyze and construct writing together as a staff. Michelle, from PEBC, came today and we wrote our own snapshots, reflected on the thinking strategies we used to create our entries, and shared with our colleagues. We walked away with concrete ideas for connecting writng and thinking strategies across all content. It was powerful! :)
Friday, November 18th, 2011
PLC this week was a joy! We met in both our Book Study groups and our Grade teams. In our book groups, we continue to use texts to challenge our current level of teaching with new strategies. For example, we tried a strategy with the students called, "I used to think and now I think." It seems simple enough, but as we dive into a shift in thinking, the students asked brilliant questions like, "Do you mean what do I know? What is the difference between thinking and knowing?" How great to have a team of teachers to try strategies with and then take our refined understanding back to kids! :) In our grade level meeting we discussed the thinking strategy of Determining Importance. How does that look in literacy? How does that look in mathematics? In addition, we planned our geography unit through the Flat Stanley Project.
The staff met in the library with a focus on writing.
We sat with our book study groups to plan out the chapters for discussion during this semester. Ms. Umberger is reading, Writing in Math Class, while Mrs. Beckler is reading Study Driven. Our book club groups span grade and content levels. I think we all agree they are a highlight in our professional growth. :)
DPS has provided teacher leaders at all schools with PCKi (Pedagogical Content Knowledge Intensive) facilitation guides. The goal is to deepen teacher knowledge. Our strand is writing which aligns beautifully with our own school focus. Today, we spent 45 minutes composing, thinking, and sharing our own beliefs about writing. We are on our way to developing common understandings and beliefs school-wide.
We spent our last 45 minutes looking at January student writing prompts with our grade levels. We analyzed and revised our rubrics. Next week we will have the opportunity at a Wednesday staff meeting to share our rubrics and student writing with the grade level above/below us. In this way, we will continue to create consistency in expectations. Yay!
Friday, January 20, 2012
One way Denver Public Schools supports its teachers and students is through a new evaluation and professional development system referred to as LEAP. Our school is part of the pilot project. Four times a year we are evaluated and coached on a framework of effective teaching by school administration and outside peer observers. We have a schoolwide goal of "21st century skills" and personal goals. This Friday, teachers with similar personal goals met to explore the resources available for improving our teaching practice.
Friday, January 13th, 2012
Today, we studied student assessments. We deeply value analysis of data for relevant, targeted, and timely instruction. The second hour we came together as a staff to align our understandings and expectations regarding writing. We will begin a monthly school-wide writing prompt. This student work will be the heart of vertical and horizontal conversations. For example, what do we expect regarding content, organization, style, fluency and language usage from ECE through 8th grade, etc.? Our first prompt is on January 25th and we look forward to the insights that will arise from team discussions.
Friday, January 6th, 2012
This semester, we continue our studies of the Cognitive Thinking Strategies, as we dive into a whole school study of WRITING. It is exciting to analyze and construct writing together as a staff. Michelle, from PEBC, came today and we wrote our own snapshots, reflected on the thinking strategies we used to create our entries, and shared with our colleagues. We walked away with concrete ideas for connecting writng and thinking strategies across all content. It was powerful! :)
Friday, November 18th, 2011
PLC this week was a joy! We met in both our Book Study groups and our Grade teams. In our book groups, we continue to use texts to challenge our current level of teaching with new strategies. For example, we tried a strategy with the students called, "I used to think and now I think." It seems simple enough, but as we dive into a shift in thinking, the students asked brilliant questions like, "Do you mean what do I know? What is the difference between thinking and knowing?" How great to have a team of teachers to try strategies with and then take our refined understanding back to kids! :) In our grade level meeting we discussed the thinking strategy of Determining Importance. How does that look in literacy? How does that look in mathematics? In addition, we planned our geography unit through the Flat Stanley Project.
Friday, November 4th, 2011
Michelle, our staff trainer from the PEBC (Public Education Business Coalition), came to work with us today. We all treasure these times because she teaches us new content in a "workshop" format. This is the format we use with our students, so we truly get to be the students. :)
The two big ideas were 21st Century Skills and the thinking strategy of "Synthesis."
There were seven skills that we read about and worked in groups to deepen our understanding. We read an article about "rigor" and discussed the difference between teaching content for today versus skills for tomorrow. After interviewing hundreds of CEOS in business, non-profits and educational institutions Tony Wagner of Harvard University identified the top seven survival skills needed for the 21st century in his book The Global Achievement Gap: Critical Thinking and Problem Solving; Collaboration Across Networks and Leading by Influence; Agility and Adaptability; Initiative and Entrepreneurship; Effective Oral and Written Communication; Accessing and Analyzing Information; and Curiosity and Imagination. We left our learning time after determining what our "72-hour Plan" was going to be, in addressing these areas in our instruction and classroom. An excellent article addressing these skills can be found at
http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx
The thinking strategy of "Synthesis" was a fun challenge. The essence was that as we learn new concepts our thinking shifts. We may change what we feel, believe, think and know. It is in these moments of shift that we come up with "Legacy Thoughts"; thoughts that may impact our impressions of life. For instance, in the article we read about a different perspective regarding the sinking of the Titanic, some of our "Legacy Thoughts" shifted from injustice of social class to injustice of gender. Now, we head back to the classroom to plan lessons that are meaningful enough to shift the way we approach life!
The two big ideas were 21st Century Skills and the thinking strategy of "Synthesis."
There were seven skills that we read about and worked in groups to deepen our understanding. We read an article about "rigor" and discussed the difference between teaching content for today versus skills for tomorrow. After interviewing hundreds of CEOS in business, non-profits and educational institutions Tony Wagner of Harvard University identified the top seven survival skills needed for the 21st century in his book The Global Achievement Gap: Critical Thinking and Problem Solving; Collaboration Across Networks and Leading by Influence; Agility and Adaptability; Initiative and Entrepreneurship; Effective Oral and Written Communication; Accessing and Analyzing Information; and Curiosity and Imagination. We left our learning time after determining what our "72-hour Plan" was going to be, in addressing these areas in our instruction and classroom. An excellent article addressing these skills can be found at
http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx
The thinking strategy of "Synthesis" was a fun challenge. The essence was that as we learn new concepts our thinking shifts. We may change what we feel, believe, think and know. It is in these moments of shift that we come up with "Legacy Thoughts"; thoughts that may impact our impressions of life. For instance, in the article we read about a different perspective regarding the sinking of the Titanic, some of our "Legacy Thoughts" shifted from injustice of social class to injustice of gender. Now, we head back to the classroom to plan lessons that are meaningful enough to shift the way we approach life!
Friday, October 29th, 2011
No PLC this week. We are all off on Fall Break!
Friday, October 21st, 2011
Our PLC time began with team planning. Mrs. Lacy Smith, Ms. Willett, Mrs. Umberger and Mrs. Beckler all met for an hour and a half to align curriculum across second grade. We planned to teach the same thinking strategy of "Determining Importance" in the month of November. We asked other how this looks in math with word problems, and in literacy when summarizing or sorting information. This time is such a gift because we learn from each other as we share effective teaching practices and celebrate student learning.
The second half of PLC was spent in the computer lab with district trainers. Our DPS Schoolnet system allows us to access assessment information, professional development and lesson plans. It was valuable to learn about all the resources available to us.
The second half of PLC was spent in the computer lab with district trainers. Our DPS Schoolnet system allows us to access assessment information, professional development and lesson plans. It was valuable to learn about all the resources available to us.
Friday, October 14th, 2011
Our partnership with the Public Education and Business Coalition (PEBC) is an incredible asset to our school. The organization provides us with incredible experts in the area of "Cognitive Thinking Strategies." On Friday, Michelle our PEBC facilitator, taught the entire staff in a whole group setting. We focused on the way to use thinking strategies across content. As an example, we used "Sensory Images" to help us solve math problems. Some of our insights revolved around the way we use multiple strategies at once and the importance of highlighting and explicitly teaching each of the seven strategies. It is so fun to be a learner!
We had several parents that were guests during our learning time. I encourage you to seek them out and speak with them so that they can share some of their thoughts with you.
We focused on crafting think alouds and how they can foster thoughtful environments. A “think aloud” can be considered an instructional strategy that focuses on a public communication of what is going on inside your mind. Effective think alouds include a purposeful text selection, which is previewed by the teachers so that specific teaching points can be covered. It is modeled by the teachers for students and certainly could involve student interaction. The teacher actually reads, pauses and brings their thinking about a subject outside of their mind. An instructor could be reading, contemplating, thinking about what good readers and writers do naturally inside of their head and make that process visible for students to see.
The staff also discussed the physical environments of classrooms and creating rooms that can promote deeper level thinking around the thinking strategies that we have studied. The concept of a working environment and a thinking environment was debriefed and also the idea was discussed that a classroom is continually evolving, is always under construction, and constantly being remodeled as teachers and students learn together. Routines and rituals will be well-established after a few weeks but the thinking, the learning opportunities, the language, along with the environment will continue to evolve to create that culture of thinking.
We had several parents that were guests during our learning time. I encourage you to seek them out and speak with them so that they can share some of their thoughts with you.
We focused on crafting think alouds and how they can foster thoughtful environments. A “think aloud” can be considered an instructional strategy that focuses on a public communication of what is going on inside your mind. Effective think alouds include a purposeful text selection, which is previewed by the teachers so that specific teaching points can be covered. It is modeled by the teachers for students and certainly could involve student interaction. The teacher actually reads, pauses and brings their thinking about a subject outside of their mind. An instructor could be reading, contemplating, thinking about what good readers and writers do naturally inside of their head and make that process visible for students to see.
The staff also discussed the physical environments of classrooms and creating rooms that can promote deeper level thinking around the thinking strategies that we have studied. The concept of a working environment and a thinking environment was debriefed and also the idea was discussed that a classroom is continually evolving, is always under construction, and constantly being remodeled as teachers and students learn together. Routines and rituals will be well-established after a few weeks but the thinking, the learning opportunities, the language, along with the environment will continue to evolve to create that culture of thinking.
__________________________________
Friday, October 7th, 2011
Our Professional Learning Community book study groups met to respond, discuss, and plan implementation of what we’ve learned from our second section of reading. Mrs. Beckler is trying a new strategy called 3-2-1 Bridge with three words, two questions and one similie to capture understanding of a concept before and after an event. The deeper level component is the student analysis of the "bridge" or shift in their thinking. Mrs. Umberger is implementing the workshop model for mathematics study. This structure allows for more differentiation, independent practice and closure to deepen understanding.
Following the book study groups, we broke into new groups to utilize technology in our classrooms.
Following the book study groups, we broke into new groups to utilize technology in our classrooms.
Friday, September 30, 2011
Today, our professional learning was divided into two parts.
We began with our Book Clubs. Mrs. Beckler is studying a book called, Making Thinking Visible, which leads her through routines that deepen student thinking and helps to make that "internal process" visible. Mrs. Umberger is studying, That Workshop Book, and it provides strategies for modeling thinking, independent practice and whole group reflection. We discussed in small groups and shared ideas for implementation.
The second half of our PLC was spent with our grade level teams. It is a treasured time to share our work and align curriculum. We are all launching into "Questioning" together.
We began with our Book Clubs. Mrs. Beckler is studying a book called, Making Thinking Visible, which leads her through routines that deepen student thinking and helps to make that "internal process" visible. Mrs. Umberger is studying, That Workshop Book, and it provides strategies for modeling thinking, independent practice and whole group reflection. We discussed in small groups and shared ideas for implementation.
The second half of our PLC was spent with our grade level teams. It is a treasured time to share our work and align curriculum. We are all launching into "Questioning" together.
Friday, September 23rd, 2011
Denver Public Schools has adopted an additional reading assessment called the STAR. It is a quick, computer adaptive test, used all over the country, that allows teachers to monitor different components of reading on an ongoing basis. A whole groups of kids can take the test in 20 minutes and the students love to go to the computer lab! This Friday, Mrs. Beckler participated in a training to increase her knowledge of the STAR.
Mrs. Umberger analyzed math Interim test data with math teams and deepened her understanding of the new Instructional Tasks she will be teaching the students this year. DPS has changed the "Instructional Tasks" to increase student's mathematical thinking regarding real world problems, and has connected it to 21st Century Standards.
Friday, September 16th, 2011
Our PLC did not meet today. Mrs. Umberger scored Interim tests in a team with five teachers and Mrs. Beckler assessed reading with students one-on-one using the DRA.
Friday, September 9th, 2011
Every teacher at Bill Roberts will read a self-selected text in a book group format to increase their understanding and use of the Thinking Strategies in the classroom. On Friday, we met with our groups and created guiding questions, planned our pace, and activated our schema about the topics. The library was buzzing with teachers sharing their teaching practices and hopes for improvement. We are all looking forward to developing our practice together! Many of the groups are vertical, meaning that we get to work with colleagues with similar driving questions, but different grade levels. Fun! The texts include; Science as Thinking, That Workshop Book, The Literate Kindergarten, Learning Together with Young Children, Inside Guide to Reading and Writing, Comprehension and Collaboration, Making Thinking Visible, and The Right to Literacy.
Mrs. Umberger analyzed math Interim test data with math teams and deepened her understanding of the new Instructional Tasks she will be teaching the students this year. DPS has changed the "Instructional Tasks" to increase student's mathematical thinking regarding real world problems, and has connected it to 21st Century Standards.
Friday, September 16th, 2011
Our PLC did not meet today. Mrs. Umberger scored Interim tests in a team with five teachers and Mrs. Beckler assessed reading with students one-on-one using the DRA.
Friday, September 9th, 2011
Every teacher at Bill Roberts will read a self-selected text in a book group format to increase their understanding and use of the Thinking Strategies in the classroom. On Friday, we met with our groups and created guiding questions, planned our pace, and activated our schema about the topics. The library was buzzing with teachers sharing their teaching practices and hopes for improvement. We are all looking forward to developing our practice together! Many of the groups are vertical, meaning that we get to work with colleagues with similar driving questions, but different grade levels. Fun! The texts include; Science as Thinking, That Workshop Book, The Literate Kindergarten, Learning Together with Young Children, Inside Guide to Reading and Writing, Comprehension and Collaboration, Making Thinking Visible, and The Right to Literacy.
Friday, August 26th, 2011
Today we began our PLCs with an exercise on how important it is to be in the 'NOW!" We talked about how we need to treat each moment and student with respect and care. Then we looked at the CSAP data from last week and shared the discoveries from our small groups with the large group. Our PLC monthy schedule and goals were introduced. We then talked in-depth about our goals and activities. Finally, we formed our committees for the year. The document posted above will show you more detailed information on what our Fridays will look like through the year.
Friday, August 19th, 2011
Full of excitement from our first few days of school, we wished our new students a great weekend and entered the library for an afternoon of our own learning.The room was lively as teachers sat down to analyze assessment data. Focusing on trends at Roberts over the last few years, we worked in teams to plan next steps for instruction. Noting successes, we highlighted teaching practices that we wanted to replicate. Noting challenges, we brainstormed ways to serve students more effectively. It was a rigorous afternoon and we are thankful for the time together to become highly strategic teachers!
Today we began our PLCs with an exercise on how important it is to be in the 'NOW!" We talked about how we need to treat each moment and student with respect and care. Then we looked at the CSAP data from last week and shared the discoveries from our small groups with the large group. Our PLC monthy schedule and goals were introduced. We then talked in-depth about our goals and activities. Finally, we formed our committees for the year. The document posted above will show you more detailed information on what our Fridays will look like through the year.
Friday, August 19th, 2011
Full of excitement from our first few days of school, we wished our new students a great weekend and entered the library for an afternoon of our own learning.The room was lively as teachers sat down to analyze assessment data. Focusing on trends at Roberts over the last few years, we worked in teams to plan next steps for instruction. Noting successes, we highlighted teaching practices that we wanted to replicate. Noting challenges, we brainstormed ways to serve students more effectively. It was a rigorous afternoon and we are thankful for the time together to become highly strategic teachers!
