Over the past decade, my professional work has been changed for the better by members of my collaborative teams. I’ve tried new strategies as a result of my exposure to the ideas of my peers. I’ve become more systematic about documenting my practices. I’ve become
So here’s a simple truth: On the highest functioning professional learning teams, there’s no real need for formal titles and roles. Teachers work seamlessly for and with one another through recurring cycles of inquiry around their practice. They inherently acknowledge the strengths and weaknesses of
One of the most challenging aspects of working in a professional learning community or as a member of a collaborative team is coming to consensus around important decisions. The fact of the matter is that we work in a profession where we have long prioritized
Want to have your thinking challenged about the role that common formative assessments should play on a professional learning team? Then check out this Ken Williams video: Ken made a pretty darn important point in the video. He mentioned that there are two purposes for
One of the differences between teachers working in a traditional school and teachers working in a professional learning community is that teachers in a PLC engage in regular cycles of inquiry, investigating their practice together to identify and amplify instructional strategies that work for kids.
