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.

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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

Question One of a PLC at Work

Personalized Learning Starts with Question One

Categories: Instruction, PLC

Based on Personalized Learning in a PLC at Work™

Every learning journey has many possible starting points. The journey to becoming a learning-progressive school begins with Question One. Taken from the professional learning community (PLC) framework, that question, of course, is: What do we want our students to know, understand, and be able to do? Our answer to that question not only determines what we want students to know but also determines what kind of learning experiences we need to create for our students. Read more

Use RTI and PLC to support students' behavioral skills development

Are You Committed to Nurturing Students’ Behavioral Skills?

Categories: PLC, RTI

If your staff accepts that behavioral skills are as important as academic skills…

If your staff are truly committed to all students learning at high levels (and you recognize that needs in behavioral skills are preventing some students from meeting expectations) …

If your staff recognize that they’re the answer they’ve been waiting for when it comes to the teaching and learning of behavioral skills …

If you’ve “done” behavioral RTI before and want to do it better or revitalize your system of supports, then follow these six steps. Read more

Renaming the iPhone: The Hidden Power of “We” in PLCs

Categories: PLC

“The art and science of asking questions is the source of all knowledge” —Thomas Berger

The Four Questions

In the current book I am writing about the professional learning community exemplars from Sheridan County School District #2, I learned about some of the hidden benefits of consistent, faithful implementation of professional learning communities. One of those benefits revolves around the relentless pursuit of the four essential questions of a professional learning community and the hidden power of “we.” Read more