Becky DuFour used the analogy of her brother Russ, the builder, in emphasizing the importance of laying a solid foundation. Becky shared that her brother has built beautiful homes for many... read more →
One question I am often asked by classroom teachers is, “Why should we care about PLCs, Bill?” And as the self-proclaimed “why guy” on my faculty—the curmudgeon constantly asking, “Why... read more →
“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” —Benjamin Franklin The Good News Story Each week, I am honored to work in a variety... read more →
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... read more →
In August of 2017, Eastside Elementary in Greenbrier, Arkansas, was given what we would soon realize was the “chance of a lifetime.” Eastside is one of four elementary schools in... 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 →
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 →
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 →
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 →