William M. Ferriter

Learn everything you need to know about the innovative PLC at Work^® process from our world-renowned team of PLC experts.

Dramatically improve your school by merging the High Reliability Schools (HRS) model and the PLC at Work® process. Ensure continuous quality improvement through strong leadership and culture building.

Organized around the four critical questions of PLC at Work®, this resource provides collaborative teams with tools to become agents of positive change. Objectives are organized in an explicit structure to foster best practices in teaching and improve team learning outcomes.

Learn everything you need to know about the innovative PLC at Work^® process from our world-renowned team of PLC experts.

Learn everything you need to know about the innovative PLC at Work^® process from our world-renowned team of PLC experts.

At this professional learning event, you and your team will discover the practical steps needed to harness your collective power and make strong collaborative practices a priority across your school or district.

Learn everything you need to know about the innovative PLC at Work^® process from our world-renowned team of PLC experts.

At this professional learning event, you and your team will discover the practical steps needed to harness your collective power and make strong collaborative practices a priority across your school or district.

Schools that truly want to “create lifelong learners” must understand the influence that their actions in the classroom have on realizing this mission. Creating lifelong learners depends on more than good intentions; it depends on intentional actions designed to encourage students to realize that they have the capacity to move their own learning forward regardless of life circumstances or experiences. While this truth is likely something that most teachers already believe, integrating practices that build student self-efficacy into daily instruction remains elusive in most classrooms. Creating lifelong learners happens only when teachers move from knowing about the importance of student self-efficacy to doing something about it.

Chapter stories reveal good decisions and mistakes inherent to the PLC process. The authors analyze each scenario and offer practical recommendations and tools.