Help your PLC+ group to work wiser, not harder. This practical guide to planning and implementing PLC+ groups equips professional learning communities with the tools, templates, and step-by-step instructions needed to bring the PLC+ framework to life in a collaborative setting. Twenty-three modules support PLC+ groups as they work through one entire cycle of learning, addressing the five questions and four cross-cutting themes—equity, high expectations, individual and collective efficacy, , and effective activation and facilitation. Engage in deeper learning around the ideas and concepts central to PLC+ and make greater equity and efficacy a reality in your school or district.
The PLC+ Playbook: A Hands-on Guide to Collectively Improving Student Learning Grades K-12
iStock.com/Franck Boston Over the past six chapters, we have presented a framework, driven by five guiding questions, for the planning and implementation of student learning, as well as our own professional learning, via numerous ...
But it is also a version of the Matthew effect, this time in attention rather than reading—the rich get richer while the poor get poorer (Stanovich, 1986). In this case, it's our positive attention that is gold.
Seahorse-Louis, K., & Kruse, S. D. (1995). Getting there: Promoting professional community in urban schools. In K. Seahorse-Louis & S. D. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp.
This powerful guide includes: · Learning Intentions and Success Criteria for each module to track your own learning and model evidence-based teacher practices for meaningful learning · A diversity of instructional approaches, including ...
HIGH IMPACT VERSUS HIGH FUNCTIONING In her book, The Skillful Team Leader, Elisa MacDonald (2013, p. 5) notes that the most effective team leaders value the following: 1. Collaboration 2. Shared leadership 3. Goal setting and attainment ...
Using e-asTTle to model short-term learning. Pepa Mahi, EDK Working Paper, Ministry of Education, New Zealand. Whitaker, A., Torres-Guillén, S., Morton, M., Jordan, H., Coyle, S., Mann, A., & Sun, W.-L. (2018).
Hattie and Yates (2014) described this as System 2 learning, in contrast to System 1, or surface, learning: System 1 is fast and responds with immediacy; System 2 entails using time to “stop, look, listen, and focus” (Stanovich, 1999).
Journal for Research in Mathematics Education, 35(2), 81–116. Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, Grades 4–10. Portland, ME: Stenhouse.
The Success Criteria Playbook catapults teachers beyond learning intentions to define clearly what success looks like for every student—whether face-to-face or in a remote learning environment.