I had the chance to sit in a professional development session with my learning team this week that was really good. We had the chance to think a lot about “the state of our learning team” — and that’s always a good thing. During the
Most regular Radical readers know that I am a passionate believer in the Power of Professional Learning Communities. Done right, nothing has the potential to professionalize teaching and to energize teachers. More importantly, done right, nothing has a greater impact on the achievement of our
Most regular Radical readers know that I am passionate about professional learning communities. That’s because the time I have spent collaborating with my peers over the last fifteen years has made me a better teacher. My colleagues have challenged my practice time and again —
For many professional learning teams, being prepared “with additional time and support for every student who demonstrates the need” (Buffum et al., 20102, p.129) means “doing all that we can to help struggling students master our essential outcomes.” And there’s nothing fundamentally wrong with that
Last week, a colleague who works as the Executive Director of Teaching and Learning in her school district reached out to me with an interesting #atplc question. Here’s what she wrote: I have a PLC who needs some support with the idea of a consensus-building
