Tesha Ferriby Thomas

Tesha Ferriby Thomas, EdD believes passionately in the power of PLCs, which she has worked to develop in multiple schools as an assistant superintendent, assistant principal, department chairperson, and classroom teacher.

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Coaching Forward

Coaching Forward: Team Action Plans in PLCs

Categories: PLC

Based on the book Amplify Your Impact, this is part 5 in a series on coaching collaborative teams in professional learning communities. To view all posts see Coaching in a PLC at Work™.

Effective school leaders know that in order to improve, we must be in a constant state of motion. The question is, however, in what direction are we moving? Motion can be circular, backward, linear, or vertical, and although we may be moving, not all motion results in progress. Read more

Guiding teacher teams on their PLC pathways

Pathways for Coaching Collaborative Teams in a PLC

Categories: PLC

This is part 4 in a series on coaching collaborative teams in professional learning communities. To view all posts, see Coaching in a PLC at Work™.

Although many schools consider themselves professional learning communities, few have collaborative teams that consistently function at high levels. In Amplify Your Impact: Coaching Collaborative Teams in a PLC at Work, we provide a framework for coaching that is built on three cornerstones: clarity, feedback, and support. Once teams are clear on the goals for collaboration and leaders have provided feedback on steps for reaching those goals, we must provide those teams with ongoing support. Read more

Coaching Collaborative Teams

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Coaching Collaborative Teams

Categories: PLC, School Improvement

Based on the book Amplify Your Impact: Coaching Collaborative Teams in a PLC at Work™This is Part 1 in a series on coaching collaborative teams in professional learning communities. To view all posts see Coaching in a PLC at Work™.

Most schools have at least one collaborative team that just isn’t cutting the mustard. They meet consistently as a team, but they just don’t seem to make any headway toward improving teaching practices, let alone student achievement. We have trained them in the fundamentals of professional learning communities, shown them videos of what productive teams look like, and have occasionally joined their meetings to help them keep on track. But still, they just don’t seem to “get it.” Read more