PLC

High Reliability Schools and PLCs

High Reliability Schools and PLCs

Categories: PLC

For 15 years as a school and district leader, I continually worked toward creating a systems approach for the work we were doing that would ultimately improve student achievement. In Leading a High Reliability School, we offer a comprehensive look into a systemic approach to school leadership that can serve any school. In essence, this work establishes a union of two very profound and effective concepts: the PLC at Work™ process and the High Reliability Schools™ (HRS) framework. Read more

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

The Gift of Conflict

The Gift of Conflict in a PLC

Categories: PLC

Several years ago, I was on a call with a group of very nervous South Dakota-based school administrators as I prepared for a two-day training session on the implementation of the PLC model in their school district.

“The staff isn’t getting along at all. They are arguing, finding fault, and picking on one another. Two teachers cried last week and want to stop leaning about the PLC process altogether.”

Read more

Devoting PLC team time to extending learning

Integrating Question 4 into Collaborative Team Time

Categories: Instruction, PLC

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.

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