Blog

The 3 Misconceptions of Collaboration

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A guiding coalition is formed, teachers are placed in collaborative teams, and the work begins. What could go wrong? Unfortunately, what often plays out is that the renewed enthusiasm is quickly eroded because educators charged with implementing the PLC process succumb to the misconceptions of collaboration. Read more

Prioritizing the C3 Standards to Address Question 1 of a PLC

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Many schools have already adopted or are in process of adopting the new C3 Framework for Social Studies State Standards. The C3 Framework is organized into 4 dimensions. As schools using the PLC adopt the framework, the first step is to engage in the process of addressing Question 1: What do we want our students to learn? As with other standards documents, there are numerous standards in the C3. Read more

Product Templates to Guide the PLC Process

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Becoming a highly effective collaborative team can look easy, but with some templates and guidance, teams may get just the boost they need to assist them in becoming part of an effective PLC school. Let’s presume your school has completed the challenging work of creating a shared mission, vision, values, and goals, and the culture of the school indicates readiness for the next steps in the PLC journey—the standardization of products, or for some templates to guide the work. Read more

Celebrating and Curating for Curriculum Alignment

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Curriculum alignment is important. It is essential to ensuring rigorous learning for all and appropriate vertical and horizontal articulation. Curricular alignment requires assessment and instruction to be aligned to standards, including the intended rigor of the standard. It ensures that students have a clear, cohesive experience from year to year and leads to a guaranteed and viable curriculum. While many educators see the value in this work, it isn't necessarily something that many look on as an exciting or worthwhile experience. Read more

Is Your PLC Journey Written in a Loose-Leaf Notebook?

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The basic and fundamental concepts of becoming a PLC are not found in a loose-leaf notebook where selected pages can be removed at will. You cannot take out the section on creating a mission & vision and throw it away. You cannot remove the page on developing team norms and set it aside. You cannot intentionally discard the pages on the importance of building shared knowledge and establishing a common vocabulary. There are no shortcuts to the PLC process. Essential elements cannot be ignored or dismissed because they are looked upon as being too elementary, too time consuming, or simply unnecessary. Read more

Dysfunctional Teams? Four Things that Don’t Help and One Thing that Does

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All the promise of a PLC is called into question when teams are dysfunctional. Therefore, there is no greater mandate for a school than addressing dysfunction and providing teams with the support they need to become more effective. So, what to do, then, when your team is just playing at being a PLC? What fixes are there for co-blab-eration? What can we do for teams that are earnestly pursuing the wrong path week after week? Read more

A Tsunami Is Headed for Higher Education

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A tsunami is headed directly for American public colleges and universities. The wave of discontentment with public K-12 schools that resulted in the No Child Left Behind Act of 2001 is now lapping at the doors of public institutions of higher education. There are clear warning signs. One only has to look at the increasing number of books and articles that are critical of America’s colleges and universities. Books with titles such as The Moral Collapse of the University, The Closing of the American Mind, Profscam, The University in Ruins, and Our Underachieving Colleges consistently send the message that our colleges and universities are in disarray. Read more

Building Trust

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One of the more frequent questions that we receive from teacher and administrative teams as they begin the PLC journey is this: “How can we possibly plan, implement, assess, and reflect . . . Read more

The Moment Everything Changes

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The first of the four critical questions of a Professional Learning Community process is, what is it we want our students to learn? This question underscores the need for teacher teams to identify . . . Read more

Leading With WHY

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When working with districts and schools, I’m often asked a question from site leaders something similar to this: “How do you get people to buy in to Professional Learning Communities? . . . Read more

New Year's Resolutions and PLC Goals

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How are you doing with your New Year’s resolutions? Have you been making it to the gym? Eating more vegetables? Setting new goals at the beginning of the year is a great way to push ourselves . . . Read more

Four Ways to Stop Ignoring the Forgotten Fourth Critical Question of a PLC

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One of the first pieces of common vocabulary educators acquire when learning about Professional Learning Communities are the four critical questions. These questions serve as both a big picture . . . Read more

Team Within a Team

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The Lakeland Joint School District serves 4,100 students in 11 schools. Our journey as a PLC has helped us focus on the three big ideas: learning, collaboration, and results. One of our greatest . . . Read more