All Means All Newsletter
September 2023
Northland Pines: A Professional Learning Community
Embracing Professional Learning Communities: Cultivating a Culture of Excellence
As educators, we constantly seek opportunities to enhance our practices and create an environment where students can thrive. This past summer, our team had the privilege of participating in the PLC (Professional Learning Community) Institute, where we engaged in enlightening discussions that fundamentally shifted our perspective. It became abundantly clear that PLC is not merely a meeting or a process; it's a culture that underpins our commitment to student success. We will continue to ground our work in the three central pillars of Professional Learning Communities.
A Focus on Learning
At the heart of the PLC philosophy lies a commitment to learning, not only for our students but for us as educators as well. It extends beyond the classroom, transforming us into a genuine learning community. The PLC process serves as a beacon of action research and collective inquiry, where educators collaborate to fine-tune their pedagogical approaches. By working together, we evolve, continually adapting and improving our teaching methods. This dedication to lifelong learning fosters an environment where students receive the best education possible, ensuring they learn at the highest levels.
A Focus on Results
In the realm of PLCs, the mere act of teaching is not enough. We shift our focus towards tangible results and evidence of student learning. It's not about what we teach; it's about what students learn and how well they master the essential standards. We embrace the responsibility of assessing and analyzing this evidence, using it as a catalyst for instructional improvement. By honing in on the outcomes, we ensure that each student receives the support and guidance needed to excel academically. Our commitment to results-driven practices is at the core of the PLC culture.
A Collaborative Culture
Perhaps the most defining characteristic of a Professional Learning Community is its collaborative culture. Educators work hand in hand, driven by a collective responsibility for each and every student. The shared vision unites us, and we operate interdependently, pooling our expertise and resources to achieve our common goal: preparing all learners for life. This collaborative spirit extends beyond the confines of the classroom, fostering a supportive environment where ideas are shared, successes celebrated, and challenges overcome together.
Our journey to the PLC Institute this summer has illuminated the importance of cultivating a culture of PLC within the Northland Pines School District. It is not merely a meeting or a process but a way of thinking and working that centers on learning, results, and collaboration. As we embark on this new academic year, let us embrace the PLC culture wholeheartedly, for it is the cornerstone of our commitment to educational excellence and the success of our students. Together, we will continue to learn, grow, and achieve remarkable outcomes.
A Productive Back-to-School In-Service
The Amazing Race at ERES
Districtwide CTM Team Planning for the First Six Weeks of School
Grade 1 Collaborative Team Hard at Work
The Northland Pines School District kicked off the new academic year with a highly productive Back-to-School In-Service that left educators and staff feeling inspired and prepared for the challenges and opportunities ahead. This comprehensive event was designed to meet the diverse needs of the district, starting with the New Staff In-Service, which provided a warm welcome and effective onboarding for our newest team members. The Districtwide day was a highlight, where participants gained insights into the district's cutting-edge innovations. These included a deep dive into the principles of Professional Learning Communities, which underscore our commitment to collaborative learning and instructional improvement. Additionally, there was a focus on Universal Design for Learning, ensuring that every student's unique needs are met, and the Responsive Classroom approach, which fosters welcoming, joyful classrooms. At the secondary level, sessions on AI training and Responsive Scheduling equipped educators with valuable tools to better support our students. The elementary staff engaged in a valuable session on Wisconsin's new Act 20, centered on the Science of Reading, and grades 3-5 teachers received specialized training on the new Wonders curriculum. This Back-to-School In-Service exemplified Northland Pines School District's unwavering commitment to continuous improvement and providing the best possible education for our students.
Kindergarten Collaborative Team Hard at Work
The Pirate Ship at New Staff Inservice
New Paraprofessional Training
Professional Growth for Paraprofessionals and Bus Drivers
Offerings at Back-to-School Inservice
Paraprofessionals and bus drivers play a crucial role in our professional learning community. The district is striving to increase opportunities for their ongoing professional development. During the Fall 2023 Inservice, these valued members of our educational community were provided with PD sessions aimed to enhance their skills and knowledge.
Several opportunities for professional development and collaboration were offered for our paraprofessional staff. All of the sessions included interactive learning structures that promote collaborative learning while strengthening relationships with their colleagues. All paraprofessionals were provided with an opportunity to learn more about our district innovations while specific sessions were offered based on the unique role of each paraprofessional.
For the first time, all newly hired paraprofessionals received an "Onboarding for New Paraprofessionals" session. In this session, these staff learned about our district’s mission, collective commitments, and our three innovations: Universal Design for Learning (UDL), Responsive Classroom (RC), and Professional Learning Communities (PLCs).
Special Education paraprofessionals also began the first of a four part series specific to their role. This first session, titled "Refocusing the Role of the Special Education Paraprofessional," focused on better understanding special education practices in Wisconsin and our District and to help students become more independent in the general education classroom. The remaining three sessions will be provided on targeted inservice days over the remainder of the school year.
All paraprofessionals participated in a "Diggin Deeper into The Four Domains of Responsive Classroom" session. At this time, they worked together to better understand these four domains. An additional unconference session was provided, in which experienced paraprofessionals volunteered to facilitate conversations and answer questions about topics of interest. These topics of interest included supporting students with autism, promoting the development of early language skills, tips and tricks for new paraprofessionals, and supporting students on virtual learning days.
In addition to these inservice opportunities, the district also introduced a mentorship program specifically designed to support our new paraprofessionals at Pines. This program aligns with our Professional Learning Communities (PLC) approach, emphasizing the importance of continuous adult learning and growth. Experienced paraprofessionals will serve as mentors, guiding and nurturing newcomers to support a successful transition into their roles and the school community. Through this mentorship initiative, we aim to provide comprehensive support to our new paraprofessionals and promote a culture of shared knowledge and growth within our district.
Lastly, NPSD sought to increase our connection with another vital member of our community: bus drivers. All bus drivers were provided with a session titled "A Joyful Start and End to the Day: Connecting with Your Riders." The goal of this session was to help drivers establish a positive and safe community on each of their buses and learn strategies of how to respond to student’s behavioral needs. They learned about the importance of relationships, teaching and reinforcing rules, and strategies to support student behavior. One bus driver, who has driven a bus for over 30 years, was recognized with a commemorative eagle as a token of our gratitude!