Schools and districts throughout the world claim to embrace the professional learning community process. Unfortunately, a term that is often used to describe some schools and districts is “PLC lite.” How can a school or district buy in to the process but not get the results? If you follow the steps, creating collaborative teams, answering the four critical questions, and accepting the three big ideas of PLCs, are you not guaranteed results? Why do PLCs sometimes not work? Read more
When I am in schools working with teachers of mathematics, the most common question I get is, “How do I use rich, higher-level-cognitive-demand tasks with each and every student? I know my students need access to more complex mathematical tasks, but how do I implement them well with all students?” Read more
PLC is not a meeting. It’s a way of being!
As I work with schools across the nation and beyond, I often hear statements like these: “Our PLCs are meeting on Tuesday.” “We will be ‘PLCing’ on Wednesday afternoon.” “PLCs happen here every other week.”
When I hear this, I know that there is not a clear understanding of what a PLC actually is. Read more
A PBL Story
At an urban school with above-average STEM scores, faculty fought against the principal’s effort to raise expectations and do “even more.” When she had first urged her deeper learning vision with a call for project-based learning, many teachers balked. “Last year we worked hard to get our scores up. Don’t ask us to change what works. You can say that PBL will help even more, but who knows?” Read more