Blog

The Misunderstood Pillar

thumb

Much in the same way that building a solid foundation is so critically important to any building, so is creating a solid foundation for a PLC at Work® school to stand upon. The authors of the PLC at Work process refer to this foundation as the Four Pillars. Read more

Why This, Why Now, Why Bother

thumb

One question I am often asked by classroom teachers is, “Why should we care about PLCs, Bill?” We are almost always skeptical when our bosses bring something new back to our building and try to convince us that it is worth investing in. But when they are done right, PLCs answer my three why questions better than anything I’ve seen in over 25 years of full-time teaching. Read more

Maybe It’s Time to Press the Reset Button

thumb

There are many schools throughout the country that are committed to doing the “right work” and are demonstrating evidence of tremendous growth in both adult and student learning. There are many more schools, also with dedicated and hard-working educators, that have not been enjoying increased gains in student achievement and yet claim to be “doing PLCs.” Read more

Keeping the Ball Rolling: Maintaining Momentum and Urgency in a PLC

thumb

The generation of innovative ideas and practices are often propelled through attendance at professional learning sessions where engaging practitioners and experts share their knowledge. Participants leave energized and excited; ready to get back to their schools to implement the new learning. All too often, without a systematic and consistent approach present within the culture of their schools, much of this enthusiasm diminishes when day-to-day obstacles arise. Read more

Compound Interest: Use it Today with PLCs

thumb

Albert Einstein is said to have stated that “compound interest is the most powerful force in the universe.” Compound interest is the addition of interest to the principal sum. By reinvesting interest, the base grows larger and when that base grows again by a percentage, the amount of growth is compounded. In this blog you’ll learn how the universal power of compound interest and PLCs can shape your school. Read more

Assistants as Members of the PLC

thumb

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

thumb

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

thumb

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?

thumb

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?

thumb

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

thumb

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

thumb

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

thumb

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

thumb

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

thumb

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