Foundational PLC at Work® Model Agenda

Tim Brown

The Professional Learning Community Journey: Creating a School of High Expectations

Creating a culture of high expectations in every classroom is a huge task. It requires leaders to orchestrate, choreograph, and direct conversations to engage staff members in a more thoughtful look at learning. In moving from a teacher-centered school to one that is learning-centered, educators must examine their practices in light of what they know about learning.

Tim Brown examines commonly held beliefs about learning. He challenges attendees to consider school and classroom practices that must be present if educators are to act on what they say they will do.

Mike Mattos

Collaborative Culture Part I

Collaborative teacher teams are the engines that drive a professional learning community. In this two-part breakout, participants learn about the specific work of teacher teams, including the use of SMART goals, team norms, and the four critical questions that guide team collaboration. This breakout is highly recommended for participants new to the PLC process and for returning participants who want to evaluate and improve team collaboration.

Collaborative Culture Part II

Luis F. Cruz

Taping Before Painting: Taking the Critical Steps to Respond Collectively When Students Don't Learn

The third critical question of a PLC, What do we do when students don’t learn? often stumps teachers and administrators. Luis F. Cruz showcases methods that schools across the country use to guarantee effective collaboration (taping the room) to ensure an effective collective response when students do not learn (painting the room). Participants learn how the PLC and RTI processes complement each other in increasing academic achievement for all students.

Participants learn why it is vital that teams reculture and restructure their PLC efforts. They see how Tier 1 interventions are essential to the process. Dr. Cruz exposes participants to structures that allow schools to respond when students do not demonstrate learning.

Anthony Muhammad

Getting Started: Building Consensus and Responding to Resisters

Privatizing practice, isolation, and individual autonomy that have traditionally characterized teaching are the most significant barriers to building a school culture focused on continuous improvement. Anthony Muhammad address the questions: How can a faculty build consensus to effect significant change? and What are the most effective ways to respond to the concerns of those who resist even when the staff has decided to move forward?