Professional Learning Communities at Work®

Learn the dos and don'ts of the PLC at Work™ process from two of the leading authorities on PLCs.

Based on the Common Core Mathematics in a PLC at Work™ series, this webinar describes a research-affirmed, unit-by-unit approach and provides you and your team with numerous tools for a successful Common Core implementation.

Kenneth C. Williams compares and contrasts the PLC at Work™ approach to the new standards with the traditional approach states, districts, and schools have used to implement curriculum.

Learn how U.S. Grant High School changed from the “dropout factory” to an engine of hope for the students it serves, and how its success can be replicated anywhere.

In this practical webinar, Mona Toncheff will explore how collaborative teams can ensure all students learn grade-level mathematics through Tier 1 core instruction and Tier 2 interventions. Mona will provide ready-to-use tools and strategies from the latest book in the Every Student Can Learn Mathematics series, Mathematics Strategies for Tier 1 and Tier 2 Interventions in a PLC at Work®.

When school leaders foster a culture of frequent, specific recognition, it creates an environment for collaborative teams to function at high levels. In this edWebinar, Drs. David Chiprany and Phillip Page will discuss how celebrating the “right work” of professional learning communities (PLC) stimulates the culture shift necessary for successful PLC implementation. Using intentional celebrations, K–12 leaders can improve collaborative team performance, resulting in higher student achievement.

PLC concepts resonate with most educators, but making collaborative learning work in small schools or for singleton teachers can be challenging. In this webinar, participants explore three models for creating meaningful professional learning teams—vertical teaming, cross-curricular teaming, and supporting roles— while reviewing common structural barriers that prevent singletons from joining collaborative teams and exploring how others have overcome similar challenges.

Join Dr. Timothy S. Stuart as he makes the case for professional learning communities in international schools. He demonstrates the positive impact this structure has had on student learning, professional growth, and school culture.

In order to answer the question “How will we know when students have learned it?”, PLCs need to utilize quality assessment practices.

In the first session of the Mind the Gaps series, intervention expert Mike Mattos will discuss the three essential academic outcomes of an effective multitiered system of support and four critical actions that leaders should take to embed these supports in the school’s master schedule.