Teams: The Engine that Drives a Professional Learning Community at Work

It’s important to remember that your goal isn’t to become a professional learning community. The goal is to improve the professional practice of every adult and every team in your school, and by doing so, the school will improve student learning—kid by kid, skill by skill. Janel Keating leads the work of high-performing PLC at Work^® teams. This two-day virtual workshop will highlight what leaders and teams do to improve their professional practice, in an effort to help more students learn at higher levels.

Using videos of elementary and secondary teams doing the work, Janel will share practical tools coupled with specific leadership practices that will positively impact both student and adult learning. She will provide critical next steps for participants to take back to their schools and districts to effectively do the right work at the right time in the right way for the right reasons. You will be motivated and inspired to ask, “Why not us? Why not now?”

Preferred audience: school leadership teams, including principals, teachers, coaches, curriculum and assessment coordinators, and district administrators.

Learning Outcomes:

• Understand the importance of establishing the “why” before the what and how.
• Understand how to take collective responsibility for student learning, rather than working in isolation.
• Identify structures that organize and guide the work of a team to include time, team structure to include singletons, norms accountability protocols, SMART goals, and planning tools.
• Understand the work and the team products layered under the four critical questions of a PLC.
• Discover how to implement a guaranteed and viable curriculum, unit by unit.
• Explore ways to monitor student learning through an ongoing assessment process that includes frequent, team-developed common formative assessments.
• Engage in analyzing common formative assessment data and student work.
• Use the results of common assessments to:
  • Improve individual practice
  • Build the team’s capacity to achieve its goals
  • Intervene on behalf of students in an effort to enrich their learning
• Establish what to be tight on/insist and require, and what to be loose on team autonomy.

Register