Professional Learning Communities (PLCs) have been around since the 1970s and show great promise in improving student outcomes. Educator collaboration, collective responsibility, and collective learning have become increasingly necessary in the dynamic landscape of education. However, less-than-ideal implementation of effective PLCs is far too common.
Schools have garnered a lot of attention of late. What to say to students, what not to say to students, the choice of textbooks, and school violence are just a few of the topics that educators see each day on social media feeds and in
Schools and districts looking to implement initiatives like Professional Learning Communities (PLC+) must realize there isn’t one recipe for success. Successful implementation must be viewed as a journey and not a destination. Leaders and coaches must ensure they support teachers and teams in their journey
Innovation and transformation have always been part of education. Changing lives and making a difference are part of our work. We want things to be different, better, improved for our learners and society. However, innovation and transformation are often the ‘icing on the cake’ activities
Picture this scenario: You have a PLC team that has every reason to be a success. The team is full of strong, passionate teachers committed to students’ learning. They have common planning time dedicated to the work. They have developed simple norms to follow such
As school divisions across the globe map out their re-opening plans, never has the importance of high-quality, high-impact teaching been greater. For many of us, this teaching will take a variety of forms from 100% virtual learning to a hybrid of face-to-face and remote learning.
The Professional Learning Community movement, dating back to the 1970s if not before, has focused on students’ learning and the ways in which teams of educators can respond when students do not learn. Over time, adjustments have been made to the processes teams use to
Last month we wrestled with the sentence starter, “If I could open my own school, I would…”. Read that blog post here.
As I let my imagination run wild, I was led to an interesting finding in the research: what happens inside of the school matters more than the school type (see Hattie & Zierer,
“A good beginning makes a good ending” goes the old English proverb. And likewise: “Work well begun is work half done.”
The most effective teachers don’t take student engagement for granted. Yet in our work in classrooms, we see that not enough attention is paid to good beginnings; this lack
We find the same issues cropping up in conversations with thousands of teachers across the U.S.
You face a high-stakes conundrum when it comes to planning instruction: either create curriculum from scratch, cobbling together their own resources with ones from online repositories that have little to no quality control OR follow a mandated, scripted