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Education Innovation: We Have The Answers and They Have The Answers: The Ambidextrous Professional Learning Community
"The Ambidextrous Professional Learning Community knows they have the knowledge and information they need to make decisions instructional decisions and respond to student needs. But the Ambidextrous Professional Learning Community also knows that the answers they need lie outside of the team as well. "
Education Innovation: It’s Systematic and It’s Magic: The Ambidextrous Professional Learning Community
"The ambidextrous Professional Learning Community believes that results come from using a systematic approach to looking at essential learning, collecting and analyzing actionable data, using data to drive instruction, using Response to Intervention to meet the learning needs of all students, and using the best known research based instructional strategies. Ambidextrous Professional Learning Communities know that collaboration is central to their work. In other words, Ambidextrous Professional Learning Communities believe that results are simply a matter of using a systematic process.
But the Ambidextrous Professional Learning Community also believes that great results are something more "
Education Innovation: The Ambidextrous Professional Learning Community: Data Driven and Skeptical of Data
"Being focused on current “real time” student data that can be acted on is key for Professional Learning Communities. Data, the right kind of data, is essential for driving the day-to-day instructional program of team members. The right kind of data is actionable, that is, it can be used to make instructional decisions based on current student learning needs.
But there is another side to data that requires some skepticism. "
Education Innovation: The Ambidextrous Professional Learning Community: Kaizen and Tenakaizen
"There is a commercial about Tiger Woods that say, “relentless consistency, 50 percent; willingness to change, 50%.” The commercial from the global management consulting firm Accenture sums up perfectly the dual focus of the Ambidextrous Professional Learning Community; relentless consistency while at the same time continuously innovating."
Education Innovation: The Ambidextrous Professional Learning Community: Internal and External Focus
"The Ambidextrous Professional Learning Community holds a dual focus, both internal and external, simultaneously. They focus on developing strong norms, processes for communicating, problem solving, building consensus, etc. This is important, but Professional Learning Communities must recognize that equally important, is a clear understanding of how their work fits into the needs of those outside of the team.
They clearly understand that their work must fit within the greater goals of the school and the district. They are externally focused and internally focused. "
Education Innovation: The Ambidextrous Professional Learning Community
“The test of a first-rate intelligence is the ability to hold two opposing ideas in mind at the same time and still retain the ability to function.” This is the first in a series by educator/blogger Rob Jacobs - Education Innovation.
Education Innovation: Pursuing “Elegant Solutions” in Education
The mantra should be, “No best, only better.” To innovate is to TRY to make things better than ever.
AllThingsPLC » Blog Archive » Three Rules Help Manage Assessment Data
Thomas Meany summarizes..."a conversation with Damon Lopez, former principal of Los Penasquitos Elementary School in San Diego. Lopez believes that in order for teachers to maximize the impact of data gleaned from assessments, principals should honor three rules and ensure that data is 1) easily accessible, 2) purposefully arranged, and 3) publicly discussed. In those schools where “making meaning” of assessment data is a powerful experience, principals take responsibility for creating the necessary structures associated with the first two rules and insist that teachers commit to the last. Rather than working individually to make meaning of assessment data, the most successful principals have discovered it is far more productive to create the conditions under which teams of teachers can make meaning of the data.
Bob Sutton: Brainstorming: Pros and Cons
Sutton summarizes his thoughts about brainstorming and some "silly" research suggesting that individuals are more creative of new ideas than groups engaged in brainstorming. Links to a Sutton academic article, as well.
America's Choice | Mathematics
Interventions in math.
Math Intervention Program Aligns to NCTM Curriculum Focal Points
Pearson - new curriculum for establishing math foundations
Research Brief
Math interventions - short summary
Curriculum Leadership Journal | Professional learning: developing professional learning for instructional improvement
AISQ Briefing on Professional Learning
AllThingsPLC - How will we respond when students don’t learn?
PLCs and RtI - the relationship summarized
AllThingsAssessment — Research, education tools and blog for assessment
Partner site to All Things PLC - knowledge sharing, access to expertise - about assessment of and for learning.
The Leadership and Learning Center ::
Doug Reeves and company. Resources, links, presenters
Dangerously Irrelevant: Not enough time to be data-driven
Reminders and links re: how we too often use teaching time ineffectively. Cites and links to Schmoker
SEDL - Professional Learning Communities: Communities of Continuous Inquiry and Improvement
Southwest Educational Development Lab online manual on PLC's by Shirley Hord.
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