Without realizing it, we all practice a number of habits throughout the course of each and every day. Read more
Tesha Ferriby Thomas
Tesha Ferriby Thomas, EdS, is a school improvement and English language arts consultant at the Macomb Intermediate School District in Clinton Township, Michigan, where she currently works with struggling districts to improve systems that lead to increased student achievement.
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
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
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