Blog

Put the “R” back into RTI by Reconnecting to the PLC at Work™ Model

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Many schools are frustrated by their attempts to answer Question 3 of the PLC at Work™ process, “How will we respond when students don’t learn it?” In many cases, this frustration is caused by the fact that they are attempting to answer Question 3 before answering Question 1, “What is it we want all students to know and be able to do?” In other words, what do we want all students to learn? Read more

Collective Inquiry and Building Shared Knowledge

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One of the factors that makes the PLC at Work model unique is the emphasis on building shared knowledge and building the professional capacity of practitioners. The traditional school model featured individual development, and the PLC model supports collective development. In fact, one of the key principles of the model is that learning for educators is the key to improving student learning (DuFour, DuFour et al. 2016). One of the most important responsibilities of a school leader is to invest in the capacity of those who influence student learning. In the PLC process, we call this activity Collective Inquiry. Read more

Should the Textbook Determine the Essential Skills We Teach?

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We received a question from a district with three high schools that was struggling to agree on the approach to take in answering the first critical question of a PLC: “What do we want our . . . Read more

Prerequisites for Standards-Based Reporting

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As we work with schools and teams that are doing the work associated with implementing professional learning community concepts and practices, we are often asked, “Don’t we need to . . . Read more