Becoming a PLC is a journey of transformation. It requires that we nurture and cultivate a collaborative culture anchored around a shared commitment of one thing: learning. However, it... read more →
The Arkansas Department of Education and Solution Tree have established a partnership to develop and expand the Professional Learning Communities at Work® process within select schools. These schools will serve as working laboratories of the PLC at... read more →
In one of the schools where I work, the principal once commented that it makes a difference if you believe yourself to be a tutor or a teacher. We discussed... read more →
In 2010 when I was the principal at Fremont Junior High in Mesa Public Schools, our district began a journey to assuring success for all students by becoming a Professional Learning Community.... read more →
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... read more →
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... read more →
The first seven years of our journey have been similar to a roller coaster ride, fast, scary, heart stopping; however, amazing and exhilarating at the same time! See the following link... read more →
The importance of teachers having time to collaborate during the contract day in order to build their professional practice and foster shared responsibility for student learning is critical for high-performing... read more →
Recently, a frustrated teacher sat with me and shared her overwhelming feelings of inadequacy. Her school district had recently adopted an instructional framework for teaching and modified the teacher evaluation... read more →
1. Monitoring student learning on a timely basis. Teachers have worked hard and have been instructed to do formative assessments at the end of every period. Different teachers use different... read more →