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 →
With so many demands on curricular teams these days, collaborative time can quickly be sacrificed for coordination tasks such as scheduling events, casual dialogues of best practice, rote test modifications, and... read more →
About five years ago, I decided that it was time to get in shape. An infomercial caught my eye and I found myself ordering a video program, weights, bands, nutritional... 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 →
This past month I have been working with collaborative teams to answer the second question of a professional learning community, “How will we know when they have learned the content?”... read more →
Tailoring instruction for students with special needs is often the most challenging instructional demand for collaborative teams to navigate. Teachers want their students to feel successful, yet sometimes they make... read more →
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... read more →
Over the last several years, I have had the privilege of working with schools and districts as they develop and use common formative assessments to help assure that all kids... read more →
Shaquille O’Neal and Kobe Bryant. Simon and Garfunkel. The 1977 New York Yankees. Dean Martin and Jerry Lewis. What do these famous teams have in common? Yes, they were all... read more →
The commitment of our district (Sanborn Regional School District in New Hampshire) to build highly functioning professional learning communities in each school has been the driving force behind the significant... read more →