Based on the book Amplify Your Impact, this is part 6 in a series on coaching collaborative teams in professional learning communities. To view all posts, see Coaching in a PLC at Work™.
Without realizing it, we all practice a number of habits throughout the course of each and every day. Read more
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
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
This is part 3 in a series on coaching collaborative teams in professional learning communities. To view all posts see Coaching in a PLC at Work™.
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” ―Steven Covey
Schools and districts with professional learning community (PLC) implementation understand the importance of Covey’s words. Knowing one’s destination is foundational to ensure movement, and actualizing results is the responsibility of the collective group. Knowing the steps that channel a collaborative team in the “right direction” is often a challenge. However, these steps can be clarified by creating a strategy implementation guide. Read more
This is Part 2 in a series on coaching collaborative teams in professional learning communities. To view all posts see Coaching in a PLC at Work™.
In order to maximize the growth of collaborative teams in a professional learning community (PLC), the influence and support of a coach is a foundational element to success. Regardless of who fills that role—a school administrator, instructional coach, department chair, or teacher leader—coaching matters to the implementation and sustainability of high-functioning PLCs.
Michael Maffoni
