A Clear Picture of the Process

Effective PLC teams need a structure for action research, a process to target an area for improvement, and specific strategies for that improvement.

Plan
Create an instruction and assessment plan. The team identifies the next instructional segment and the most essential learning or outcomes (power standards) to be addressed. They reflect on the data from prior assessments, or even the previous year, to determine if there are any learning targets that are particularly challenging for students.
After establishing a specific, measurable and attainable goal, the team discusses potential common formative assessment items and establishes a timeline for their implementation.
(Bailey & Jakicic, 2012, P. 6)

Do
Execute the plan. The team implements the instructional plan and gathers data along the way through common formative assessments - assessments created collaboratively by a team of teachers from the same grade level or course.
(Bailey & Jakicic, 2012, P. 7)

Study
Study the results. Collectively, the team examines the results of its common formative assessments and identifies patterns that emerge, including common student errors and differences in results between classrooms.
(Bailey & Jakicic, 2012, P. 7)

Act
Take action. Armed with this new information, the team moves forward in providing brief, but powerful interventions that provide additional time and support for those students who did not attain the targeted skills and concepts.
(Bailey & Jakicic, 2012, P. 7)

work_cycle_for_teams.pdf
File Size:	37 kb
File Type:	pdf

Download File

Consider the information contained in the "Work Cycle for Teams" Tool.
How can this be used to help guide the Weneedtocollaborate team through the Plan, Do, Study, Act process?

A Clear Picture of the Process

DoExecute the plan. The team implements the instructional plan and gathers data along the way through common formative assessments - assessments created collaboratively by a team of teachers from the same grade level or course.(Bailey & Jakicic, 2012, P. 7)

StudyStudy the results. Collectively, the team examines the results of its common formative assessments and identifies patterns that emerge, including common student errors and differences in results between classrooms.(Bailey & Jakicic, 2012, P. 7)

ActTake action. Armed with this new information, the team moves forward in providing brief, but powerful interventions that provide additional time and support for those students who did not attain the targeted skills and concepts. (Bailey & Jakicic, 2012, P. 7)

Do
Execute the plan. The team implements the instructional plan and gathers data along the way through common formative assessments - assessments created collaboratively by a team of teachers from the same grade level or course.
(Bailey & Jakicic, 2012, P. 7)

Study
Study the results. Collectively, the team examines the results of its common formative assessments and identifies patterns that emerge, including common student errors and differences in results between classrooms.
(Bailey & Jakicic, 2012, P. 7)

Act
Take action. Armed with this new information, the team moves forward in providing brief, but powerful interventions that provide additional time and support for those students who did not attain the targeted skills and concepts.
(Bailey & Jakicic, 2012, P. 7)