Blog

Assistants as Members of the PLC

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Schools across the country are generally staffed with highly trained professional administrators, teachers and content specialists. In my work assisting schools with building PLCs, the staff members closest to the instruction are usually the ones that first come to mind when discussing who the “professionals” are that make up a PLC. However, in my experience as a building principal, I very quickly realized that the work of instructional assistants can be crucial in helping a school meet goals and sustain success. Read more

Do the Right Work: Develop Your PLC Road Map

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Highly-effective PLCs understand that collaboration is inherently neutral, and for the process to generate outcomes, collaborative teams must do the right work with a results orientation. The key is getting tight on the right things. Toward that end, schools and districts must remain focused on the following essential questions to promote accountability and ensure reciprocal accountability. Read more

The Beauty of the PLC Process

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The beauty of the PLC process is that the more our educators learn about best practices and implement those practices, the more our students will learn and grow. Over the past couple of years, we started to see an uptick in unwanted behaviors in our school. The great thing about reaching out to my entire staff was that I had several people who had previous experience implementing the PBIS (Positive Behavior Intervention and Support) process. Read more

What Does Hiring Look Like in a PLC?

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The most important decision you can make as a leader is who gets to join your team. This decision is even more critical when you are in the process of becoming a professional learning community. So, let’s look at your hiring practices through the lens of a PLC. Read more

What is Your Why?

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Many efforts at school improvement have been stymied despite the best intentions of those involved. Once schools are in the thick of things, and the change efforts schools are engaged in begin to inevitably face challenges and the initial excitement begins to wane, schools will be faced with a decision. Do we continue to push forward, despite the difficulties we are facing, or do we go back to what we have always done and what is, in many ways, easier? Read more

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

The Most Important Interview Question I Bet You’ve Never Asked

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Let me start with a simple truth: There is no single decision made by the principal of a professional learning community more important than who to hire to fill vacancies on individual learning teams. After all, the teachers that you hire today are likely to be a part of your faculty—working with students, influencing colleagues, shaping decisions, impacting public relations—for years to come. Read more

The Case for Coaches in Professional Learning Communities

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Instructional coaching is a balancing act of working with teams to help ensure the fidelity of the three big ideas of a PLC and also provide the time and support to individual teachers who need it. If members of a collaborative team become worried about individual teacher performance, then they can get derailed from focusing on the four critical questions that should be guiding their work. Read more

Decreasing Despondency by Increasing Decision-Making

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Most of the schools I have the privilege to work with are identified as "Priority" or low-performing schools. Sadly, one of the things I often encounter with the teachers and administrators I meet is an increasing sense of despondency. It’s not that they don’t care deeply about their students and want to do what’s best for them; they do! It’s just that there still seems to be an underlying current of doubt that things will ever actually change, or that they have the ability to impact that change. Read more

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

Data Moments

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Collaborative teams engage in professional learning when they focus on the results of their own efforts. In a professional learning community, data from team-developed common assessments serve as the linchpins of success. Too often, however, teams are bogged down by data: the data set is too big, the opportunities for gathering the data are too sparse (just one or two common assessments in a quarter), the organization of the data is too time-consuming, the meeting time to discuss the results is too short, etc. For these many reasons, teams often confess they spend more time planning their efforts than examining the results of their efforts. Planning isn’t bad; it just isn’t sufficient in a professional learning community. Healthy and productive teams always examine the impact of their best-laid plans. 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