One of the primary objectives of our PLC training on January 22 will be to establish our agency “norms” for all future meetings.
“Norms” represent the groups expectations of members behaviors related to meeting conduct.
I know in the past, at least on my part, I just assumed that everyone understood the “norms” for meetings and would conduct themselves accordingly. One thing the PLC process shows us is that as much of every process as possible should be decided upon by the collective group and published to ensure that everyone is clear on the processes and procedures.
To that means, and to assist us in meeting one of the primary objectives for this first agency training, I have linked a document titled “Creating Norms 1-2-3” to get everyone started in thinking about what your individual expectations, or “norms” are for these meetings. Please take some time to look over this document and start determining what your expectations are. Once we have established the norms for the whole agency, each team will be establishing their indivdiual group norms (which could have additional items beyond those established for the collective agency).
Comments?
Beaumontadult's Blog 
January 5, 2010 at 10:43 pm
Hi Dave, I could not find the link on the page. How do we get there?
January 6, 2010 at 12:00 am
Hi Dave,
I was not able to access the link but from what I remember about “norm setting” (partly from my K-12 credential classes)and because PLCs emphasize “A Culture of Collaboration” (it’s their ‘Big Idea’ #2, page 3, Educational Leadership May 2004/Vol. 61/No. 8 handout given last Dec. 17, 2009)–it does follow that as a whole, an institution or agency needs to establish norms as to how these collaborative or collective meetings must be conducted–followed by the teams that get formed (I’m already thinking of specific norms for future “status meetings” I might have with the ABE/GED team!) within the agency or institution.
It seems to me that establishing “team norms” means investing in RELATIONSHIP BUILDING among members and doing away with
isolation, conflict and divisiveness. Once these norms are set, it will set the tone for how each member will conduct & interact among themselves. These “set norms” respectfully give each member an opportunity to say what’s important to them & also learn what’s important to the other team members.
That being said, here are my GENERAL thoughts on what our agency norms (during meetings) must be. Please feel free to add, comment, or suggest anything you feel might improve on my suggestions:
1. Begin and end a meeting on time.
2. When you think you are unable to keep a commitment or are running late, have the courtesy to let someone know as soon as possible so others are not waiting on you.
3. Listen first. Try not to judge before you hear someone’s perspective on the matter.(As the old adage goes: God gave us two ears and one mouth so that we may hear more than we speak!)
4. Respectfully ask for clarification when you don’t understand something being said.
5. Even if you don’t always agree with some of the members’ issues, treat each one’s concerns as something VALID.
6. Eliminate the “blame game” when discussing or finding solutions to problems.
7. Do not be “reactive”, rather, be “proactive”. In other words, are you going to be part of the solution or part of the problem too?
8. Focus on what’s working–not on what’s wrong.(this could be similar to #7 already!)
9. When as assignment or project is given,avoid procrastination; instead, make it a realization.Know your role and responsibilities and get working!
10. Respect each one’s personal space and time. Stick to the schedule.(This is for when individual teams get formed already and each has established set times & days when they shall meet to discuss student results.)
Also, from what I’ve read re: “norms”, they are definitely NOT permanent and are always subject to change–according to whatever stage the team is in during that time. They must be periodically reviewed too–so as to reflect what is really important to the agency or the team.
Hope this helps. Again, please feel free to improvise, comment, or suggest more “norms” you feel is lacking in my (personal) list.
Thank you!
January 6, 2010 at 4:09 am
Professional Learning Communities (PLCs)–ABE/GED Team Suggestions (This was also originally sent as an e-mail)
I am doing the PLC “homework”!! I’ve read the hand-outs given to us last Dec. 17, 2009, have been doing some research work, and have actually left my “input” on “establishing norms”. Please feel free to take a look at it when you get a chance.
At any rate, I am assuming that the team I will be placed on shall be the “ABE/GED Team” (?!?) –since most of what I teach is similar to what Billy Dimry and Lew Farwell teach–mostly general education subjects. Since one of the strategies suggested by a PLC is “examining results from a common formative assessment”, (page 4, 3rd paragraph, 11th line, from “Collaborating for School Improvement”–based on the Boones Mill Elementary School practice)–here are my thoughts or ideas on how the ABE/GED team can work collaborately for maximum student results:
1. I’ve actually created a 50-point (multiple choice & short-answer-type) PRE-TEST (10 simple questions each for math, writing, social studies, science, and reading)–that shall serve as our primary common formative assessment–which will help us identify some of the strengths and weaknesses in our ABE/GED students per subject area. It’s certainly NOT the “be-it and end-all” for our basis in overall student learning, but I was thinking that this assessment covers more than what the standard CASAS exams give. In a CASAS test, basic math, reading, and listening skills are tested. This limits what we know about our GED/ABE students– so that we are not aware of just how much they really know in the social studies, writing, and science areas. At least with this test, (which is still, of course, subject to the ABE/GED team’s approval, improvisations, suggestions, etc.)–it gives us ABE/GED instructors a “bird’s eye view” of what our students really know–how far they’ve gone through in their education. Identifying what level they are at paves the way for us to begin discussions on how we can build on their “strengths and address their weaknesses”. (page 4, , 2nd paragraph,14th line, same heading). I understand that I also have Hispanic students in my class, but I can always have either Lorena or Erma translate the test I made into Spanish. Not a problem at all. (I’ve printed out a copy of this test and will give you a copy when I see you on the 22nd this month, okay?)
2. After that, other common formative assessments can be used to monitor each student’s mastery of a subject matter. I’ve already made a list of the different types of assessments that we can use: (this applies to any class within the BAS).
a. Pre-Testing ( which is what I was suggesting the ABE/GED team would do first (after setting our team norms)– in order to determine if a student is qualified to be in a GED or ABE class. Once we know if a student is really qualified to be in a GED or ABE class, at least he/she is not setting himself/herslef up for failure once he/she realizes that they still lack certain skills)–This type of assessment helps instructors find out whether students meet the basic knowledge and skill levels required to learn the subject content.
b. Objective Assessment – here’s where the multiple-choice, true or false, short answer type of tests come in/This is good for testing “recall” of facts and can also be automated.
c. Subjective Assessment – simply stated, the teacher’s judgement determines a student’s grade. (i.e. essay tests–which are common to a ABE/GED class.)
d. Self-Assessments- this type of test provides for quick student feedback. It helps the student check if they have already mastered a topic; it provides opportunities for them to measure their learning progress, and it informs the student (more than the teacher!). Examples of this (as you already know) are: practice quizzes, games, written assignment, peer reviews, and so on.
e. Inter-Active Assessments – this involves experiments and software use (think of the programs we already use on the computer room: your Rosetta Stone, Access GED, MySkillsTutor.com, etc.). It gives instant, usually fun, right or wrong feedback.
f. Group Projects – (like the BAS Writer’s Guild Newsletter we are already implementing!)
g. Students as Audience & Peer Review – like having a “public performance” where students take on the role of “judge”.
h. Practice Exams – similar to actual exams given in class.
There are many other informal assessments we can use, but these are a few of what we can use and share amongst each other to get essential outcomes and improve student results. Actually, I still need to sit with my team to work on the list of essential outcomes even before looking at these different kinds of assessments, but here are a few I came up with during the process: (Once again, this is subject to improvisations, suggestions, comments, etc. since we have not formally met yet with our respective teams)
LIST OF ESSENTIAL OUTCOMES: (Truth to tell, these are some of my “top-of-the-list frustrations” with some of my own GED students–which is why I decided to write them down and try to formulate them into what my expectations of them are–once they complete my class!)
1. To develop physical and mental discipline so that students view difficult assignments as a challenge and persevere towards the completion of a task.
2. To process orderly thinking: how to relate facts one to the other: parts to a whole; whole to its parts.
3. To stimulate an avid desire to continue the process of education and/or learning even after completion of a high school equivalency program– for both personal and professional development.
4. To help students develop a responsible attitude towards life in general.
5. To develop basic communication and computation skills necessary for life and service.
OKAY!!! So, what do you think? Please FEEL FREE to comment & let me know what you think once you have time, ok?
Thank you and Happy 2010!
January 6, 2010 at 8:59 pm
Rina,
You have been thinking!!! I agree about establishing norms also.It puts everybody on the same page(consensus)and provides structure. Also I believe one of the most important aspects of creating norms is so everyone feels safe! Since these meetings are going to be the bulk of the work of a PLC, we should consider a few important factors when we dialogue.
1.Participation is needed from everyone. All the opinions and ideas are put on the table and considered so that no stone has been left unturned. I want to learn from others.
2.Do not fear conflict. It will happen! Teams that trust one another engage in passionate dialogue around issues. Conflict is essential in bringing about new ideas and making the best decision. It’s all in the spirit of finding the best answers, discovering the truth and making great decisions.
3. Expectations should be high because we are all working toward a common goal, what is best for the team.
4. It will be a time of decision-making. We will commit to decisions and standards of performance.
5. There will be confidentiality. Then we will have a climate of open Q and A. Everything you say will not be used against you!
January 7, 2010 at 1:49 am
Hi Mike!
You betcha I’ve been thinking! Told you so! Ha ha ha!
At any rate, I wholeheartedly agree with what you’ve written. (Sorry I have a tendency to cover all the details; hence, my comments are lengthy!)
Indeed, I am looking forward to everyone participating in this project since it is by its very definition, a “collaborative/collective” project that will only succeed if isolation and divisiveness is eliminated. Two heads are better than one, so to speak!
Ahh…what great ideas– or even discussions– do not have conflict? It’s always been a part of any good discussion–as long as there is no immediate judgment or condescending overtones. My college speech professor once told us: “Conflict is passion.” So, without it, a discussion or meeting seemingly relegates itself to being “ho-hum”!
(Yawn!)
Expectations MUST be high since the goal is a WORTHY one–for ALL involved. Not lofty though–it will take lots of time–but it’s all about how one eventually gets there.
Informed decisions do have to be made–and I hope in a timely manner. This is why I mentioned in my 2nd blog that we might have to set specific norms (separate from the general ones I wrote in my 1st blog)–on status meetings.
Yes, confidentiality must be respected. I do hope that nothing will really be taken against any of the members! After all, that’s why we set up these general norms, right? Nothing personal, just business. (I think I sounded like someone from a movie! Ha ha ha!)
Okay–I’m still scanning the e-mail that Dave sent us (i.e. tasks, action, etc.)–and trying to think & work ahead with what I can already share with Billy and Lew.. and also you–since most of my GED students do come from your class.
Thanks for replying Mike. I hope to see you on the 21st of this month!
January 7, 2010 at 6:02 pm
Hello again Dave! I was wondering if we could also upload photos for our blog–like the Newport-Mesa one? Well actually, only one teacher was able to upload a photo, but I was curious as to how this can be done. Do I have to register in “Worldpress.org” to get into the homepage?
Thanks!
January 7, 2010 at 10:15 pm
Hi Rina, apparently I can add you as a user or contributer to the blog, but you do have to register for a wordpress account. I’m not sure if a contributor can upload pics to the site or not. But you can email them to me and I can upload them.
Dave
January 8, 2010 at 1:22 am
Okay! Thanks Dave! I’ll e-mail some photos as soon as we get started. I just think that it will look a bit more interesting in the blog if there are going to be some photos added on with our comments or reviews.
January 7, 2010 at 7:34 pm
Hi again everyone! I must be on a roll! He he!
Below is a SAMPLE agenda template I made for “Team ABE/GED” once our General Norms ( as an agency) have been established.Please feel FREE to comment. (I based this template on the Dec. 19, 2009 e-mail sent to us by Dave Williams re: PLCs)
Team: ABE/GED
Members: Dimry, Billy, Dungao, Rina, and Farwell, Lew
Date: Feb. 2010
Time: TBA (To Be Announced)
OBJECTIVE: To have a Common Formative Assessment (CFA) for the ABE/GED department.
TEAM or GROUP NORMS:
1. Begin & end on time. Respect time limits & commitments.
2.Be an active participant as well as a good listener.
3. Create a climate of open inquiry and exploration.
4. Establish “follow-through” guidelines. (i.e. dates, time to meet & share materials or information, etc.)
5. Keep a journal or a listing of the team’s work and progress. (For DOCUMENTATION)
(The following information below should actually be written down in a ‘chart/table’ form. I do have it in my notes though, so I can easily share this when we meet on the 22nd.)
A. TASKS:
1. Establish the need for a COMMON FORMATIVE ASSESSMENT (CFA)for ABE/GED students.
2. Develop attributes for a good common formative assessment.
3. Formulate/create a sample or draft of a common formative assessment. ( I can share the 50-point test I have already printed out for the team–and the members can revise or add unto it.)
4. Revise according to group consensus.
5. Implement the common formative assessment in the ABE/GED classes,
6. Evaluate the common formative assessment based on results, ease of answering (by the students) and checking (by the teachers).
B. RESOURCES: (In general): Hand-outs, Sample ABE/GED tests (hard copies), professional knowledge and experience, readings, internet (websites), games.
C. ACTIVITIES: (In general): Brainstorming, sharing, collaborating, explaining, researching, compiling, organizing, analyzing, revising, evaluating.
D. DURATION: To be decided upon by the team members–but there must be a realistic time line for what the team is accomplish between January to May of 2010.This should also be documented as much as possible. (Hence, the need for a journal or a notebook to log activities in!)
E. EXPECTED OUTCOMES: An effective ABE/GED Common Formative Assessment (CFA) that will serve as a “pre-test” for all ABE/GED students entering the BAS. This CFA shall help us determine (indicators) what specific area a students needs intervention (NOT remediation!) in, and helps us (the team) gather the materials needed for progressive student learning.
Thanks again! Comments are most welcome!
January 7, 2010 at 10:22 pm
An excellent example of the type of agenda we want to use in all of our group meetings and I think the list of norms you presented is a good place to start our discussions. Just a word of caution, while development of formative assessments will be a critical part of our overall PLC process, we have a great deal of groundwork to lay before any of the teams get to that point. we will need to establish the school’s overall goals and then what are the essential learning golas for our students before we can move into developing assessments.
January 8, 2010 at 1:31 am
Hmmm…does that mean we’ll have to revise or look again into our ESLRs and mission statement? Do we need to get more specific on what has already been written down on our ESLRs and our mission Statement–sort of provide an “extension” to these general goals?
I do agree however, on setting the “learning goals” for our students since I don’t see this explicitly written out yet.
Sorry…I must have gotten ahead of myself and lunged into assessments already! Mea Culpa! Ha ha ha! But what you wrote are good points to consider before embarking on assessments. Will start the wheels rolling on that one! he he!
Thanks again Dave! (I always need someone to rein me in when I get too excited over a project–so thanks!!)
January 10, 2010 at 9:10 pm
Rina,
Can I make a little observation concerning the goals? I believe our mission statement is fine and our ESLRs also our good, however we need to establish some goals that are called SMART Goals(Strategic and Specific, Measurable, Attainable, Results-Oriented and Timebound). For example our school might establish SMART goals based on and linked to the district goals. Then we will link these school goals to team goals. These goals will focus on the intended outcome rather than on the strategies to achieve the outcome. We need to create a few short-term goals that will allow us to analyze, monitor and adjust practice toward improvement. So… these goals are a little different than ESLRs. I will put a copy of a SMART Goal Worksheet in your box so you can check it out, OK? I hope that helps you! Mike
January 10, 2010 at 9:46 pm
Got it Mike! It’s sort of a relief to know that I was also kind of was thinking along that area too…which is why I wrote in my January 7, 2010 blog that apart from the “General Norms” set for our standard meetings, we also need to set SPECIFIC ones that are more attainable and can be linked to our team goals. (Was the “SMART Goals” mentioned last Dec. 17th? My apologies..I might have missed out on that one!Too much carrot cake! He he!)
WHEW! As I get more information, I’m getting a better grasp at this. Do you remember I asked or commented to you in our staff X-mas party last Dec. 17th that these goals that we intend to set should be MEASURABLE? And so your recent blog today just confirmed my inner “ponderings”– by writing about the SMART Goals.
I might drop by the BAS this week to have some papers/lesson plans photo-copied & to work on my “Writer’s Guild” newsletter, so I shall be able to get the SMART goal worksheet from my mail box.I think the worksheet will help me even more–as I continue to analyze, prepare, and contribute meaningfully to our upcoming PLC training on the 22nd.
Many thanks again Mike!
Rina
January 15, 2010 at 5:24 am
Thanks Dave The norms you shared look great. I think “maintaining open communication” could be added. Example:
return phone calls, and emails in a timely
manner; be considerate when establishing dates and times for future meetings.
Thanks
Billy Dimry
January 15, 2010 at 5:39 pm
Hi Mike!
Got the “SMART Goals” sheet yesterday! I like the part where it talks about Superintendent Ross needing to make her “central office function as a unified team–with EACH MEMBER working INTERDEPENDENTLY to achieve district goals–goals for which they would be held accountable.” (p. 121, 2nd paragraph, 2nd-3rd lines)–and also where it says: “Leaders do not build coherence within their organizations when they announce new priorities each year. Goals should represent a life’s work rather than a short-term project.” (p. 121, 3rd paragraph, 3rd-6th lines).
I also agree in that it is important that everyone be in agreement about what is meant by the word “GOAL”–since it is one of those terms that can mean many DIFFERENT things to different people within an organization.” (p. 122, 2nd paragraph, 1st to 3rd lines)
The “Feedback Tool” as well as the “SMART Goal Worksheet” looks good too and I’m sure will be much help as we all go through the process!
Thanks for sharing again!