We have recently been studying, writing, and implementing strategies about the often-forgotten fourth critical question of a professional learning community. Educators from all over the country have shared with us that they feel confident in knowing what they want students to learn, determining how they will know if they have learned it, and what to do if they haven’t learned it. However, due to time constraints, priorities to areas where students struggle, and lack of knowing what to do for students who already know it, question four is often discarded.
Mark Weichel, EdD, an assistant superintendent, is a former high school building administrator and junior high school teacher who played a vital leadership role as his school transformed into a successful PLC.
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Educators from all over the country are wrapping up summer and are going to be or have already gone back to school with colleagues and students. Many of these educators are also getting ready to renew their efforts in their collaborative teams, where they focus on the four critical questions of a Professional Learning Community at Work™. Read more
One of the first pieces of common vocabulary educators acquire when learning about Professional Learning Communities are the four critical questions. These questions serve as both a big picture framework and a constant reminder of what collaborative teams in a PLC should address. Read more