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Network 7: Killingbeck Visit Debrief

Network 7: Killingbeck Visit Debrief

Overall learning goal

By the end of the learning session, participants will:

  • Have identified highlights and take away lessons in relation to running PLCs
  • Have a firm understanding of the salient characteristics of PLCs and how these are implemented
  • Carried out a second (post) self-assessment using the PLC continuum
  • Have planned the needs to be addressed at future sessions & tasks to be done between sessions

Instructional design

Introduction

The design team welcome participants to the 7th learning session.The rationale behind the Network for Principals (NfP) is revisited for the first learning session of year two. The two year network was created to allow secondary school administrators working in rural areas increased opportunities to be part of a community of learning.

New members are introduced and the agenda for the day is set, followed by a plan for the year ahead, with a focus on the big picture and the long term goals of the network.

Development
Activity 1 - four corners debrief

Participants recently visited Killingbeck to observe an established PLC in action and learn more about their processes and outcomes. Following the visit, they are asked to reflect on their learning.

Participants are asked to consider what they took away with them from the visit individually and then in school groups. Their ‘takeaways’ are then shared in the large group, so that everyone can benefit from each other’s reflections.

The group discussion is based on reflection, including; WOW, YES BUT and ALL.

PLC self-assessment scales

Using the Professional Learning Communities at Work Continuum from Learning by Doing (Dufour et al.), participants are asked to rate the currently reality of the implementation of various indicators of introducing PLCs in their school. The participants use coloured dots on a single shared sheet to evaluate the stage that individuals are at as well as the group as a whole. 

The self-assessment, carried out in the first year of the NfP and again following the Killingbeck visit, assesses the level of development of each school’s PLC. The benefit of carrying out the assessment as a pre and post measure is to gauge participants’ understanding of necessary characteristics of PLCs, which has shown a perceived decrease following observations of high functioning PLCs.

The self-assessment using the continuums supports reflection on the important elements and rationale for creating PLCs, and to plan ahead to ensure that administrators are seeking the appropriate learning and support opportunities to see their project through. This information is also used to plan for the upcoming sessions with Francois Masse.

Individual working time

Participants are given the afternoon to network freely between schools, exchange work and continue to plan their next steps.

Conclusions

The day is wrapped-up by considering what participants will take away from the session, before looking ahead to the next session, with Francois Masse.

Evaluation

Participants are asked to complete exit cards commenting on what they will apply, what they would like to do, and what they would like to know more about.