Task 2 Strong Examples

MEMO
To: Principal
From: Administrative Intern
Re: PLC formation

I would appreciate your feedback on my recent work to improve student outcomes through a professional learning community (PLC). My reflection on creating the PLC and selecting its members is detailed below. Your insights are crucial for refining the work and aligning it with district goals. I am available at your convenience to discuss further.

Professional learning community description and context

I analyzed Massachusetts Comprehensive Assessment System (MCAS) data from 2018-2022, common assessment data, and interviewed various stakeholders to determine that fourth-grade math is a priority. Utilizing input from you, the building principal, I formed a PLC in order to analyze and address fourth grade students’ low performance in math. You recommended including a wide variety of professionals and trying to meet during already scheduled meeting times to avoid burnout. With a background in leadership and special education, I led the group and chose each member for specific reasons. The members expressed commitment to improving student outcomes as well and participants were incentivized by earning professional development credits. Each group member brought a wealth of experience and multiple perspectives to this work, which is a great strength. Although (as will be explored below), our group was dominated by a Caucasian-American perspective, we engaged in additional work in cultural responsiveness to guard against bias.

1. The Principal: Provided a comprehensive view, deeply engaged with all stakeholders, possessing knowledge at every level.
2. Math Specialist: An excellent educator, talented data analyzer, and expert in the student priority academic area.
3. Fourth Grade Teaching Team: The three teachers who are doing the workday in and out. They are critical to carrying out the PLC’s mission.
4. Third Grade Teacher: To ensure a seamless math progression and to further inform our work, I included a prior-grade teacher who offered insights into curriculum articulation and the development of students’ skills. Special Educator: Trained to assess math abilities, ideal for PLC. They offered a unique perspective on special education students' performance.
5. School Adjustment Counselor: Provided non-academic insights impacting student performance; complemented teachers' academic focus.
6. Assistant Superintendent: This individual is a former math curriculum coordinator. Thus, this group member offered valuable past/current curriculum insights, assessments, and district-wide data.
7. Others: Previously unidentified personnel joined after data analysis; our group brainstormed ways to improve practice, which led to the involvement of the school secretary and physical education teacher in geometry integration.

Different professional learning communities are formed throughout the district (category doc 2). At the school level, teachers have regularly met as grade level teams, special education teams, and child centered teams to improve student performance. At the district level, teachers have met regularly by department, and focus areas such as health or diversity, equity, and inclusion. These groups focus on general topics whereas my newly formed PLC will focus on a specific focal point. The other members have not had formal training in participating in PLCs, but I will use my recent coursework knowledge to lead the group.

Priority academic area and focus

I began our work together by asking the group to explore and reflect upon our school culture, noting that school-cultural influences have a tremendous effect on academic performance. I asked the group to consider the critical reflection questions provided by the Massachusetts Department of Elementary and Secondary Education PAL pilot task 2 (category doc 3). The group recognized that most of us were coming from a similar, Caucasian-American perspective. We also concluded that the whole school perspective is dominated by Caucasian-American viewpoints and so we have work to do outside our school to ensure that all students feel valued and welcomed members of our community. We concluded that more research into culturally responsive teaching was needed to influence and improve our work. This conclusion will become the first step in our plan detailed below.

Next, our group moved to analyzing a variety of student performance data. I compiled data from state-wide and district-wide assessments, report cards, Individualized Education Plans (IEPs) and teacher interviews. This data was presented to the PLC, reviewed, and discussed. MCAS data revealed geometry as a low performing domain for the past three years.

After determining that fourth grade math was a priority area, I dove deeper into fourth grade MCAS Math data from 2018, 2019, 2021 and 2022. It was clear that certain subgroups were performing better than others. Asian and White subgroups were performing significantly higher than all other groupsEnglish Learners (ELs), students from economically-diverse backgrounds (EDs), and students with disabilities(SDs) consistently performed below all other students. Most striking was the low performance of students with disabilities. While 31-39% of ELS and EDS were meeting or exceeding expectations, only 0-20% of SDs were over the four years. Next, I examined the math domains for the 2018 and 2019 fourth grade math MCAS. (Data from 2021 MCAS was unavailable due to the shortened assessment as a result of the national health pandemic.) As evidenced in the charts above, SDs performed lower in all domains as compared to all students. In 2018, geometry was the lowest scoring domain for all students. In 2019, geometry continued to be the lowest area for SDs but measurement and data proved to be difficult for all students.

Data from the Northwest Evaluation Association’s Measures of Academic Progress (NWEA MAP) demonstrated similar trends. The NWEA map growth is a normative assessment used district wide in order to monitor progress in the same standard domains as MCAS. The scoring range, between 100 and 350 for the growth assessment, correlates highly to students’ scores on the MCAS exam. In 2019 and 2020 fourth grade students performed the lowest in the area of number and operations. However, in 2020 scores were similar in all domains. Only 11% of students were rated “lo” in operations and algebraic thinking, measurement and data, and number and operations domains. In the geometry domain, 29% of students performed in the “lo” category.

Through this data analysis, the PLC concluded that district assessments and classroom performance indicate an inconsistent performance across all math domains. Although the fourth-grade teachers report a lack of fact fluency and the ability to do multi-step problems as the biggest areas of concern in the classroom, they feel that adjustments have been made to address these areas of concern. The low performance in the area of geometry has not been addressed. Therefore, we determined this as our area of focus within the academic priority area. Additionally, the data reveals that students with disabilities (SDs) perform especially low in the area of math and geometry as compared to all other fourth graders. The special education teacher noted that the heavy amount of vocabulary and language in the area of geometry makes this an extremely difficult math domain for her students. Due to consistent data demonstrating much lower scores for students with disabilities in the area of geometry, this will be the target area for improvement. Through this work we can meet objective 1.3 of the Elementary School Improvement Plan to “Create or adapt programming, curricula, and services to meet the diverse needs of all students.” (category document 5)

To identify the root cause of fourth-grade math performance issues, I led the group through a fishbone analysis. Using the data-wise protocol (Boudett, et.al, 2015), we analyzed students’ performance data, and we further categorized reasons under students, families, curriculum, and teachers, revealing hypotheses like decreased math fact knowledge and curriculum sequencing issues. An important part of creating these hypotheses was a realization that we needed to analyze our own biases consistently in order to avoid adopting a deficit mindset.

After brainstorming, we prioritized addressing geometry instruction since achievement data from both the MCAS and the NWEA-MAP assessments identified this area as one where students showed the amount of proficiency. Geometry instruction also occurs at the end of the year, impacting all students and especially the special education focus group. To remedy this, we plan to allocate additional time for previewing and reviewing geometry vocabulary, revamping the curriculum for improved instruction in geometry for all students, including those with disabilities.

The PLC recognized that the school culture emphasizes high academic and social expectations. Despite this, students who are part of the special education focus group lag behind. Special education staff feel general education teachers lack ownership of teaching SDs. The group would like to explore ways to bridge the gap between general and special educators to improve academic outcomes for all.

Plan

The goal of the PLC was to improve instruction in the area of fourth grade geometry while building cultural responsiveness. As a PLC, we established the following objectives:

We will build cultural responsiveness and increase our own use of instructional practices which value and validate multiple perspectives-honoring all faculty and students through culturally proficient practices.We analyzed the work of Burnham, 2024 and determined that we would utilize and monitor the effectiveness of the following strategies to build culturally responsive instruction which supports increased student achievement: (1) We will activate prior knowledge so students’ contributions feel grounded in success. (2) We will make learning contextual and real for students. (3) We will encourage students to leverage their cultural capital so that they have a voice. (4) We will build relationships with students which foster a safe and productive learning environment.

We will increase all students’ performance from pre-test and post-test assessments by 10%. We will additionally focus on students with special needs, increasing their performance by 15% from pre-test to post-test. A significant focus of these assessments will be geometry knowledge and fluency.

The PLC will establish group norms, define responsibilities, and meet twice a month. I will direct members to the following resources to foster an effective and culturally aware PLC.

References

Boudett, K. P., City, E. A., & Murnane, R. J. (2015). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Harvard Education Press.

Burnham , K. (2024, February 5). Culturally responsive teaching: 5 strategies for educators. Northeastern University Graduate Programs. https://graduate.northeastern.edu/knowledge-hub/culturally-responsive-teaching-strategies/

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.

Ricotta, A. (2019, September 19). Professional Learning Communities Resource Modules. Massachusetts Tools for Schools. https://matoolsforschools.com/resources/professionallearningcommunities

Rationale

The candidate engages six members of the faculty, with advice from the principal on the selection of group members, and clearly articulates why each member wasThe candidate, with some consultation from the school principal, convenes a PLC of seven core members and explains their reasoning for the inclusion of each group member. An eighth group member named “other” will be called upon to provide feedback.  The candidate suggests a clear facilitation role as they lead the group’s first identification and analysis of the priority academic area.The candidate provides clear reasoning for the inclusion of each group member, noting that their multiple perspectives are a strength and that further work to expand the group's cultural responsiveness is necessary. The candidate uses MCAS data, IEP data, and district-local assessment data to identify grade 4 mathematics-specifically geometry knowledge as the priority academic area. Through this data analysis, conducted with the entire PLC, the candidate further identifies students with disabilities as the focus group. The candidate suggests that school culture and programming places an emphasis on high achievement, and yet this group continues to lag the rest of the student population. The candidate cites research and uses a data protocol to justify their priority academic area. The candidate has a research-based plan and proposes two measurable objectives for the group centered around increasing students’ mathematics achievement through an exploration and implementation of culturally responsive instructional strategies.

MEMO
To: Principal
From: Administrative Intern
Re: PLC work

Thank you for your input regarding the formation of the newest professional learning community (PLC). Please see the following summary of the work completed thus far. I look forward to hearing your valuable feedback.

Time and Resources

After obtaining approval from the assistant superintendent, I was able to utilize previously scheduled professional development hours along with some before school meeting time to hold the PLC meetings. Members were offered professional development credits for their time and additional support from me in their classrooms.

The structure of our work was initially based upon Boudett et al.'s guide to using data to improve teaching and learning. However, to include a culturally responsive lens, I contacted our Diversity Equity and Inclusion (DEI) group for resources. I then incorporated the work of Zaretta Hammond and resources from NAESP.org to guide our practice.

To meet the needs of group members, I allowed participation through virtual meetings and email. When group members were unable to attend meetings, I met with them individually at a time that was convenient for them. Halfway through our work one fourth grade teacher expressed that she was overwhelmed with trying to keep up with the group work while addressing the many challenging behaviors in her classroom. I encouraged that teacher to turn her focus on her classroom needs but assured her she could rejoin the group at any time.

Group Learning Process

The professional learning culture of the school has been mostly positive in the sense that like-minded professionals take the time to discuss students and learning objectives and create plans. However, in my experience, these groups have yet to use data to target a single focus. For example, grade level teams meet to review content and create lesson plans, and data teams meet to review data to identify students in need, but neither group establishes a goal and objectives to meet it. Utilizing the Boudett et al. (2015) approach, the PLC was able to analyze data to create a goal that could be measured over time to improve student learning. The continued use of this approach should help to build a data focus culture in which we continue to use data to make decisions and improve outcomes.

Additionally, the PLC utilized the principles of Hammond (2015) to ensure that the group itself was culturally responsive and to incorporate these teaching methods within the classroom. Hammond (2015) argues that a culturally responsive approach is essential in order to ensure that ALL students can thrive. Taking the time to recognize our own identities and biases was an excellent way to begin our practice as it fostered a foundation of self-awareness and empathy, laying the groundwork for more inclusive and culturally responsive interactions in our group. It is our hope that we can begin to use what we are learning in this group in other PLCs to expand the overall cultural awareness of our school. This work will improve the teacher, student, and school culture.

Group Learning Norms

1. Active Listening:
   Encourage participants to actively listen to each other, valuing and considering diverse viewpoints.
2. Equitable Participation:
   Promote equal opportunities for participation, ensuring that all voices are heard and valued.
3. Open-Mindedness:
   Foster an open-minded approach that acknowledges and appreciates cultural differences, allowing for a diversity of ideas and perspectives.
4. Respectful Communication:
   Encourage respectful communication that considers cultural variations in communication styles, avoiding assumptions or stereotypes.
5. Collaborative Problem-Solving:
   Promote collaborative problem-solving that draws on the strengths and contributions of each participant, regardless of cultural background.
6. Reflection on Bias:
   Encourage participants to reflect on their own biases and assumptions, fostering a culture of self-awareness and continuous learning.
7. Shared Responsibility:
   Emphasize shared responsibility for the success of the group, promoting a collective commitment for school improvement.
8. Respect Time:
   Come prepared to stay on topic and within time limits.

Nature of Group Learning

Bimonthly meetings were held; one before school and one during established professional learning times. Input was gathered from various professionals who were unable to attend the meetings, via emails and interviews with this educational leader who then presented it to the group. Over the course of six meetings the group took the following steps:

1. Build group rapport
2. Set group norms
3. Review data
4. Fishbone analysis to pinpoint focus based upon data
5. Who Am I activity to build cultural awareness
6. Create goals and objectives based on data
7. Assign action steps for shared leadership to meet goals
8. Check in on action steps, goals, and objectives
9. Review goals, objectives and actions through a culturally responsive lens
10. Obtain confidential feedback on group work and leadership
11. Respond to feedback
12. Create next steps based upon updates

Establishing and posting the group norms (category doc 3) assisted the group with staying on task, sharing responsibility, and continued cultural mindfulness. Although having an agenda and ending with the next steps were not officially part of the group norms, I used these two strategies to keep the group focused and driven toward our goals. Meeting agendas were sent out a few days in advance so that members can be prepared and have time to ask questions. This also served as a reminder between meetings. Other resources used were a fishbone analysis, SMART goals and a Who Am I activity (category doc 3).

In my role as a facilitator, I was dedicated to ensuring an equitable and inclusive group process that honors each member's strengths, challenges, and perspectives. For example, the math specialist had a strength in analyzing data and understanding the curriculum; however, the fourth-grade teachers often met her with challenging questions due to the realities of working in today's classroom. These instances were able to be debated and resolved in a professional manner, due to the initial work put in to build rapport and group norms. By fostering inclusivity, addressing biases, and encouraging open dialogue, I empowered every group member to contribute authentically, creating a respectful space which quickly led to the PLC developing its own positive culture.

I utilized the critical reflection questions provided in the MA DESE PAL Pilot Task 2 Handbook to challenge the group to continue to explore biases, inequities, and challenges us teachers/students/families could be facing. Throughout our work together, I continually utilized protocols such as free-flowing discussion and small discussion circles/groups to refocus group members’ work and to encourage an exploration of how our biases affected our instruction and our perceptions of students’ abilities and achievements (Hammond 2015; Hammond 2020).

I prioritized creating a collaborative environment where shared responsibilities were central to our collective success. Many educators feel overwhelmed, and any changes can feel like a lot of added work. By ensuring that action steps were shared and carried out as part of one's everyday work it relieved any added stress.

The work toward our goals was measured by PLC member input, student work samples, and quiz/test data collected by the math specialist. To support the work of the group I checked in with members 1:1 via meetings and emails, provided confidential feedback forms, and engaged in reflective conversations as part of our meetings. Some of the group responses were as follows: (see category doc 6)

• I never thought about how my cultural identity played a role in being culturally responsive. (math specialist)
• Having an explicit goal makes this PLC feel worth my time and effort. (fourth grade teacher)
• I learned that I do not have to do it alone. Even though I am the classroom teacher, I have a group of people to help me achieve student goals. (fourth grade teacher)
• Working in respectful groups is why I want to be in a school. (school adjustment counselor)
• Instead of making excuses for math scores, we planned to improve them. (principal)

The PLC worked together to become more culturally responsive, to improve math scores, and to build school culture. All these factors directly impact students' overall experience at school as well as the targeted area of math. Utilizing a data driven, culturally responsive, organized, respectful approach not only met the singular academic target, but it improved school culture and morale.

Supporting group members

As an educational leader, supporting the individual needs of different teachers is crucial for fostering a positive and effective learning environment. To do this, I checked in on individual group members in person and via email as frequently as possible. As previously mentioned, one teacher had to stop participating because of being overwhelmed with other difficulties in her classroom. I supported her decision and offered support to her class via a consultation with a behavioral specialist. Another classroom teacher independently implemented the plan as a seasoned teacher, whereas a newer teacher needed more support. I was able to assist in her classroom by co-teaching and providing the students with exit teachers. I checked in with this teacher at least twice a week to offer support.

I was able to offer support while honoring backgrounds, identities, strengths, and challenges by being a non-judgmental listener. Taking the time to check in with each member and listen proved that I was a reliable asset. Creating this comfortable space allowed members to feel supported while being their authentic selves. I was always sure to thank, compliment, and appreciate the work that was being done. I provided encouragement when members felt doubt. Although listening, understanding, and encouraging sound like simple concepts when they are done continuously, it builds rapport, morale, and overall achievement.

Summary of group work

We began our work by building rapport with one another and establishing group norms. After taking an initial look at the data I compiled, we completed a Who Am I activity to build cultural competence and recognize our biases. This technique was taken from The Principal's Guide to Building Culturally Responsive Schools, naesp.org.

After completing a root cause analysis to answer the question, why are fourth grade students, specifically students with disabilities, performing lower in math than other students, we began to draft goals and objectives (category doc 5). We reviewed state standards, current curriculum, and questions from the state standardized test to form our action plan.

Once the academic goals were drafted the group turned its focus to improving the culturally responsive teaching practices for the school. To do this, we reviewed Hammond (2015) Culture Tree as well as Culturally Responsive Teams: 4 Strategies to Strengthen Family School Partnerships by Laurel Pelletier, taken from ma.doe.org and Twelve Ways to Make Math More Culturally Responsive by Larry Ferlazzo.

Classroom teachers tried various strategies throughout our work and reported the following outcomes:

Strategy: Building off our work to utilize culturally responsive instructional methods, one teacher sought to build real world connections between the content and students’ lived experiences.
Outcome: A teacher used a flyer from the local Asian market as part of her math lesson. She noticed looks of excitement on a few of her students' faces. She heard students engaging in cultural conversations where the Asian student was explaining some of the food in the flyer. The teacher reported that it resulted in conversations that had never happened in her classroom.

Strategy: Assign geometry lessons on name brand application prior to teaching lessons.
Outcome: Students were more engaged in the geometry lesson due to having prior knowledge.

Strategy: Read weekly vocabulary words over school wide announcements.
Outcome: Students were actively engaging in discussions regarding the vocabulary word of the week. Various personnel throughout the school engaged students in math conversations based on word of the week.
*After reading A Pathway to Equitable Math Instruction Dismantling Racism in Math Instruction the group began incorporating math vocabulary in other languages to be more culturally responsive. Our mindsets were originally focused on vocabulary from state testing, however, as we learned about culturally responsive teaching, we expanded our teaching practices in ways that would not necessarily improve scores but would enrich the education of our students.

Additional outcomes were measured using an initial quiz and a mid-point quiz. All students demonstrated improvement in math vocabulary knowledge.

In addition to these implemented strategies, PLC members worked long-term toward improving fourth-grade math and culturally responsive teaching. We worked toward improving professional development for special educators to align individual student goals with state standards. We formed a committee to plan a family math night and consulted with the DEI committee to reach all families and consider cultural implications. The fourth-grade team revamped their scope and sequence of math instruction to teach geometry standards before state testing. The math specialist created entrance and exit tickets to measure progress with math vocabulary. All these efforts directly impact the priority academic area.

The PLC worked together almost seamlessly, in part because of the initial rapport building. We faced some challenges with the faculty outside of our group. Some special educators were resistant to hearing our thoughts and were defensive when discussing areas of improvement. To remedy this, I met with those educators separately to explain the work of the PLC and that our goal is to improve this specific area of focus and not to place blame.

Another challenge we faced was working with our teacher of English Learners. She felt that some of our work was redundant with hers. Specifically, she was trying to set up a family cultural fair and she thought the math night would be too much. She also expressed that the families she works with would be hesitant to attend a curriculum-based event. After this initial reaction we invited this teacher to work with us to plan the family math night. Once she was able to join the conversation and feeling heard, we were able to move forward in the best interest of the students and families.

Rationale

The candidate facilitated the PLC’s group learning through six meetings and shares twelve different actions or accomplishments during the PLC’s work.  The candidate demonstrates clearly that they led the group, organizing the agenda and reaching out to different resources within the school community to secure resources such as protocols from the DEI office to ensure equity-driven work.  The group established eight group-learning norms for working and decision-making. These well-established norms also ensured that group members maintained an equity mindset and kept equity in focus through their actions. Two examples of this include the reflection on bias protocol and the group’s consistent use of respectful communication strategies.  To strengthen their work, the candidate also uses protocols from Hammond (2015; 2020) and others to structure group learning processes and to facilitate learning.  The candidate draws a clear connection between the use of group learning protocols and the group’s work to learn and carry out culturally sustaining instructional practices.  The candidate sought feedback from, employed different strategies, and held different meetings to help content-area (i.e., math) teachers and special educators complete their work.  The candidate also notes pre- and post-test data to show that all students and students with disabilities could improve their academic achievement.

MEMO
To: Principal
From: Administrative Intern

Re: PLC Reflection and Learning Outcomes

Group Feedback

As the leader of the professional learning community (PLC), I am pleased to provide a comprehensive summary of the survey responses gathered from our dedicated members. The following team members provided me with feedback: Principal, Special Educator, Fourth Grade Teacher 1, Fourth Grade Teacher 2, Fourth Grade Teacher 3, Third Grade Teacher, School adjustment counselor, and the Math Specialist. Additional details are provided in the category 6 document, but please note that responses could be left anonymously.

Leadership Style
Respondents uniformly rated the effectiveness of my leadership skills, with 50% acknowledging them as excellent and the other 50% as good. This indicates a positive reception of my leadership approach, fostering an environment conducive to collaboration and learning.

Collaboration and Communication
The feedback on collaboration and communication within the PLC is encouraging, with 75% rating it as excellent or good. This affirms the effectiveness of our efforts in creating an environment that facilitates open communication and fruitful collaboration.

Key Learnings
Members expressed valuable insights gained during PLC sessions. Noteworthy learnings include the importance of explicit goals, the realization that collaboration alleviates the burden of individual efforts, and the need for cultural awareness in teaching practices.

Application in the Classroom
Teachers reported applying PLC learnings in their classrooms, demonstrating a commitment to translating knowledge into practice. Examples include adopting a culturally responsive lens, revising approaches to geometry vocabulary, and fostering understanding by relating academic vocabulary to personal experiences.
Respondents also provided the following insights into the application of culturally responsive instructional practices in their classrooms:

1. I am learning to view things through a culturally responsive lens
2. I'm previewing and reviewing geometry vocabulary throughout the year as opposed to right before state testing.
3. I am taking more time to understand where students are coming from and trying to relate academic vocabulary to their personal experiences.
4. Through the “who am I” protocol and lesson, I get insight into students’ multiple identities and how they feel they learn math best, which informs my instruction.

Impact on Teaching Practices
A significant majority (75%) believed that their participation in the PLC has positively impacted their teaching practices, highlighting the tangible influence of collaborative efforts on individual professional growth. Specific examples of how teachers are changing their practices to be more culturally proficient are listed above in the “application in the classroom" section.

Suggestions for Improvement
Recommendations for improvement centered around initiating work before the school year, surveying teachers for focus areas, optimizing communication channels, and distinguishing academic work from cultural work. These insights will guide adjustments to enhance the overall PLC structure.

Future Focus
The survey indicated diverse preferences for future focus areas, including culturally responsive teaching schoolwide, open-response questions for math and ELA, word problems, improving student behavior and SEL, and refining student/teacher schedules.

Overall Satisfaction
The overall satisfaction levels with the PLC were positive, with 50% being very satisfied and the other 50% being satisfied. This balanced response indicates a generally contented group, contributing to a positive and collaborative atmosphere.

Additional Comments
Additional comments highlighted the importance of working in respectful groups, the transformation from making excuses to formulating improvement plans, and an acknowledgment of cultural identity's role in being culturally responsive.

Experiences Learning Together
The group reported a fantastic learning experience and enjoyed the collaborative atmosphere. The acknowledgment of awkwardness during identity sharing reflects an honest journey of growth and understanding. The unknown can be scary, but it is something we must push through.

Group Facilitation and Support
Facilitation and support were evaluated positively, with specific commendations for inclusive strategies, effective delegation, and leading with inclusivity. The feedback highlights the importance of balance, allowing the group to actively participate while ensuring everyone's input is valued.

Group Accomplishments and Challenges
Accomplishments included initiating discussions on cultural responsiveness, improving math vocabulary, and identifying focus areas. Challenges were acknowledged, such as finding time and stamina for continued work. Overall success in academic accomplishments was noted but uncertainty about addressing cultural awareness effectively.

Learning from Reflection
The consensus emphasized the productivity of group reflection, fostering faster and better results than individual reflection. It also highlighted the need for more work in the area of culturally responsive teaching practices. Many of us were unaware that we had biases and that our education system was set up in a way that does not address differences. We would have never realized any of these things if we only focused on math and did not take the time to ask ourselves difficult critical reflection questions.

Addressing Disagreements or Conflicts
The group demonstrated professionalism and respect in addressing disagreements. When people in the group disagreed about what part of math to focus on, they worked together well to find a solution. This shows that they were good at talking and figuring things out as a team.

Perceptions of Group Sustainability
Responses were mixed, reflecting concerns about the challenges posed by time constraints, changing focus areas, and external demands. The consensus was that sustainability depends on the availability of dedicated time for continued collaboration.

Evidence

Through a guided group discussion, I was able to obtain evidence of improvement for teachers, the group as a whole, and the students. While the group's initial focus was on improving fourth grade math scores, we quickly added the layer of cultural responsiveness. Numerical data was the focus on the math goal; however anecdotal data was utilized for the cultural piece becausewe were at the initial stages of understanding how to develop in this area. With that being said, through our research we learned from Jones and Okun (2001) that valuing things that can be measured over things that cannot and direction toward producing measurable goals are characteristics of white supremacy culture. This led to an in-depth conversation regarding our educational system as a whole and how we need to rethink how we measure the progress of both students and teachers.

Teachers Learned:

• How to adapt lessons and sequence of lessons to meet needs according to data
• How to utilize a new application to support math instruction
• How to communicate better with families
• How to incorporate more/other cultures into math lesson
• How to recognize biases

Group Outcomes:

• We learned to recognize differences without becoming defensive
• We learned how to analyze data to create measurable goals
• We learned that we must look at measurable goals as a good starting point, but we must recognize other factors as progress.
• We learned how to work together to have efficient meetings.

Student Outcomes:
Geometry Vocabulary Scores

STUDENTS	Average Pretest Score	Average Mid Score
42 general education	74%	88%
18 with IEPS	58%	72%
4 disadvantaged	68%	75%

• Students reported enjoying having their culture included in math lessons.
• Students asked to announce words in their native language for the school enthusiastically.

Recommendations

The PLC wants to use the scheduled professional development meeting times for the rest of this year and next school year to continue the work toward improved math scores for fourth grade.

Also, the group recommends forming a separate PLC to focus on improving culturally responsive teaching. For this to be successful, the group must include a professional who has more background knowledge and training on the subject. It is evident that teachers would like to improve their practices in this area but the professional development that has been offered thus far has lacked the concrete information teachers are looking for.

Teachers are continuously looking for ways to improve student outcomes. If the district developed a policy or more rigorous systems to create PLCs, it would give teachers the opportunity to focus on specific student learning outcomes. This would grow a school culture where working together for a common goal becomes a given. The current groups of teachers who meet do not encompass a variety of different professionals, which offers a limited perspective.

While grade levels and specialty areas do need to continue to collaborate, there is a need for more varied groups to make both educational and cultural improvements, as well as build culture, getting to know and work with other professionals.

References

Jones, K., & Okun, T. (2001). White Supremacy Culture. From Dismantling Racism: A Workbook for Social Change Groups.

Rationale

The candidate sought feedback from group members through individual feedback sessions and through a structured survey.  Much of the feedback noted in artifact three is collective in nature, but specific examples are presented throughout this artifact. The feedback is structured around themes related to the group’s work and the candidate’s leadership style. The candidate reports on what teachers learned and how this learning is connected to the priority academic area and students’ results.The candidate provides evidence that the group grew in capacity over time, using specific examples of how group members have changed their instructional practices.. The increase in student achievement from the pre-to-post-test demonstrates that the PLC’s work was effective in increasing students’ analytical thinking skills and geometry content knowledge.  Group members’ feedback acknowledges their successes and improvement opportunities, challenges posed by time and an intermittent lack of other resources. 

Category Documents

1. Student Demographic and Achievement Data—the candidate includes school demographic data and student achievement data, including multiple years of MCAS Math Data and 2021 NWEA Math Assessment Data. The candidate also provides school culture and survey data through a qualitative analysis. An extended narrative-describing and analyzing quantitative (i.e. student achievement) data is also provided.
2. Teacher list—list of PLC groups existing in the school; include a list of PLC members who are also part of this group. Other school groups, such as the PTO and the Child-Centered Team (CCT), are listed along with a rationale for how each group contributes to the school’s culture of professional learning.
3. Protocols used—all protocols noted in the works cited/endnotes of each artifact as well as all protocols used to establish and enact PLC norms. The candidate also includes protocols used to explore biases and to foster culturally responsive instructional practices.
4. Agenda and minutes—ddetailed agendas and meeting minutes from all six meetings held throughout the school year; notes include group roles, process, outcomes, and action steps for subsequent meetings. Meeting agendas and notes reveal the impact of the PLC’s work on student achievement.
5. Other materials—the candidate carefully documents the measurable objectives and group goals. The candidate includes research and other instructional materials (including a works cited list) used by the group to address their priority academic area.
6. Feedback and summary—all survey and/or feedback instruments as well as survey results/verbatim

Task 2—Commentary

In my work developing and supporting a professional learning group/community (PLC), I demonstrated many of the standards indicated on the Massachusetts School-Level Administrator Rubric. I used leadership skills to create a shared vision, collaborate while improving student outcomes, and improve school culture. I prioritized reflective practices to deepen my cultural proficiency and ensure that the PLC initiatives were sensitive and responsive to the diverse needs of our school community.

My innate drive, determination, and initiative spearheaded the PLC formation. I recognized the potential of the PLC model to drive meaningful change and improvement for all stakeholders. I utilized my strong communication skills to outline my vision to staff who I thought would want to participate in the PLC. One of the equity pauses made me question if I chose the group members wisely. Before creating another PLC, I will reflect more deeply on whether my biases influenced group selection and ensure that I strive for diversity. The work has taught me that it is important and necessary to actively invite staff members whose voices are often unheard.

I utilized both MA DESE guidelines for group work as well as work by Boudette et al. in order to set group norms for working together. Setting group norms is essential for creating a positive and productive work environment where team members can effectively collaborate towards achieving shared goals. It establishes a framework for communication, collaboration, and accountability, contributing to the group's success. Our norms were also informed by my review of literature and research from our district’s DEI committee. The work of Hammond (2015) and others gave me pause to reconsider and edit the norms so that they included practices which would ensure reflection on biases and foster practices which value multiple identities and perspective.

At the start of the PLC, one of the fourth-grade teachers appeared overwhelmed. I was able to check in with her 1:1 in order to see how I could help. It was clear that she had a lot on her plate and joining the PLC was not good timing for her. My intuition and empathy allowed me to help remedy the situation. In meeting with her individually, I gave her the chance to speak freely without worry from other teachers. I think that my ability to “excuse” her from the PLC was the kind of professional support she needed at the moment. Although the group would have benefitted from her contribution, this was an individual need she had at the time.

Although I was able to work collaboratively with other staff members, I did not learn to delegate until about a month into my work. I was afraid to ask teachers to do too much and I took on most of the initial work. I quickly realized that this was not efficient and that the group members were happy to share the responsibilities. Moving forward I will be sure to delegate from the start as well as having group members take turns delegating tasks so that it does not always seem like a directive from me.

I provided ongoing support to the group by checking in with members individually through email and in-person meetings, ensuring they knew I was available to assist however needed. Members appreciated the support, often expressing gratitude for simply having someone to listen. Additionally, I helped by gathering and organizing data in advance and supplying cultural awareness articles for discussion.

During one of the initial critical reflections, I realized that my general beliefs with regard to the students and staff in my school greatly differed from my beliefs of other schools. Realizing that assuming our school was immune to certain problems was wrong, I shared my reflections and educational articles with the group. This shifted our mindset towards addressing our own inequities, not just the ones highlighted in the news. Originally aiming to form a PLC for student achievement, I recognized the need to prioritize culturally responsive teaching as well. Our group discussions were then structured around three main points: improving 4th grade math, enhancing cultural responsiveness, and integrating both into math instruction. Despite covering all these aspects, we concluded that a new PLC focusing solely on culturally responsive teaching was necessary. I believe my leadership practices, namely considering multiple perspectives and listening/valuing all members contributions fostered the continual focus on these aims, I will continue to work to make sure that what I do as a leader always places value on multiple perspectives and I will continue to reflect on my own biases so that they do not affect my leadership work.

I addressed challenges by offering professional development credits and flexible meeting options to encourage group participation. Another problem I encountered involved competing work and priorities. Several PLCs were engaged in learning about culturally responsive teaching strategies specific to academic areas and other PLCs were engaged in some related work to develop a more safe and welcoming whole-school culture. Several faculty members outside of our PLC approached me about concerns regarding redundancy in our work. Rather than view this redundancy as a negative, I encouraged us all to meet together which we did in two separate meetings (which also involved the principal and administrative team) and we worked to find ways where we could strengthen our work together and team up to support students. At our last meeting, multiple participants thanked me and other group leaders for the opportunity to share their thoughts and brainstorm our work together.

An additional challenge and success were with the group reflections. Members were hesitant to share biases and talk about differences initially. However, once we were able to recognize that no one was placing blame, we were able to focus on making change. We had a group “light bulb” moment when learning that a perfectionist mindset and data driven results are considered to be white culture in nature. We quickly realized that perhaps our entire educational system is based on white norms and that adding names and pictures of people of color is not enough to change this mindset. Our biggest take away was that we need to look beyond numerical data when we are measuring progress for both students and teachers.

The next equity pause provided me with personal reflection. I realized I placed more pressure on myself as a leader than the group did. Members saw me as a team player and were willing to share responsibilities for a more effective group. Despite matching group norms, I needed self-reflection to avoid feeling solely responsible for success.

Reflecting on whether all voices were heard, I confidently concluded “yes” for the members of the PLC. Although discussions within the group were effective, the lack of diverse perspectives became evident. We recognized that we came from similar backgrounds and immediately began seeking out diverse perspectives.

In navigating my role as PLC facilitator, I underwent a personal journey of growth and self-discovery. I embraced a collaborative approach with shared responsibility. I fostered an environment of trust, open communication, and mutual respect, thereby creating a more equitable and inclusive PLC experience for all.

Rationale

Commentary

The candidate identifies and reflects upon the following leadership skills: creating a shared vision, collaborating to improve student outcomes, improving school culture, and communicating both clearly and effectively.  Throughout the commentary, the candidate consistently describes how they reflected on systemic biases and inequities as well as how their own implicit biases affected their leadership practices. Equity pauses are given as an example of how the candidate was able to focus their reflection on building a more equity-driven process. The candidate also notes how they adjusted leadership practices throughout the task, providing specific examples. The candidate suggests what went well-namely the use of structured protocols and what they could do differently suggesting that next time they would not wait to delegate more work to other group members and that they would take time to honor the work others had done in the group. The candidate reflected clearly on how they built trust and collaborated with PLC members and others outside the group to advance the group’s learning and student achievement.