PLAN-DO-STUDY-ACT: A systems approach to PLC Meetings

By: Joanna Stevens

Our administration has made common planning time a priority at our school. All sub-PLCs are required to meet weekly. For example: All Algebra 2 teachers meet during fourth period every Tuesday. Sub-PLCs are teacher-led. While administrators and content leads are sometimes present, teachers create the agenda and guide the discussion. Unfortunately, our conversations during these meetings were not always focused on improving student learning. It was easy for our conversations to get off task and turn into gripe sessions.

One of the school’s Educational Recovery Specialists invited me to attend a “Jim Shipley Continuous Classroom Improvement” training during the summer of 2013. As a result of the meeting, I developed a modified version of Shipley’s system approach, PLAN-DO-STUDY-ACT, to strengthen our professional dialogue. 

 

To ensure congruence among all teachers and improve instruction for all students, teachers PLAN together by using the same curriculum and assessments. Teachers identify clear, high standards that will be addressed during the learning time. They identify common assessments that will measure student success with the standard. Teachers spend time discussing the curriculum framework including the unit plan, pacing guide, and essential questions.

Teachers identify what they are going to DO to accomplish their plan. They create instructional activities to engage all learners and use cross-curricular activities when beneficial. Teachers focus on high-yield effective instructional strategies that will ensure learning of the standards. Teachers identify any materials they need to ensure quality instruction.

All teachers STUDY by examining their data with their colleagues. The data varies with formative assessments, learn checks, unit exams, standardized tests, and student voice surveys. Teachers self-examine their own teaching and share things that went well and areas needing improvement in their classroom. Root causes are identified for improvement or lack of improvement. Teachers create a plus-delta concerning this learning cycle.

After analyzing our data, teachers ACT to modify our teaching practices to meet the needs evident after our data discussion. Some of the actions need to be implemented immediately, while others are used to strengthen our unit plans for the next school year.

All math sub-PLCs have utilized the PDSA template for two school years. Beginning this semester, all departments are now required to implement the PDSA process in their weekly meetings. We are currently piloting an updated version of PDSA that focuses on intentional lesson study. As a result of the PDSA process, our meetings and discussion are more collaborative and everyone contributes. The meetings are intentional and focused on improving student learning. We are reacting to our data and using more high-yield strategies to engage our students. Throughout this process, I have increased my effectiveness as a teacher leader. I have learned to motivate teachers, developed stronger communication skills, and discovered how to delegate responsibilities to others. My own instruction has improved as a result of our intentional data analysis and collaborative planning time.
 
This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.