Question 1

District Leadership Alignment

Accepted Answer

Leadership begins at the top, and teachers want leaders who communicate a clear, common vision for all. After an initial consultation meeting, we will design a series of sessions for the district instructional leadership team, (ie, central office staff, principals, assistant principals, deans, coaches). These sessions will clarify the steps needed to develop cohesive professional learning communities (PLCs), effective teacher leaders, and a guaranteed and viable curriculum. Together with Carrie, the instructional leadership team will reflect on current practices, clarify and name misconceptions, and determine appropriate steps for supporting and coaching their teacher leaders.  Specific guidance regarding curriculum and assessment processes (and expectations) is also established.

Question 2

Teacher Leader Development

Accepted Answer

Once the district leadership team has clarified its vision for professional learning communities within the district, next we determine training and support for teachers serving as grade level or department leaders. Typically, a 1-2 day summer kick-off session is the perfect time to bring your teacher-leaders together to create (or realign) the purpose behind their teams.  In addition to clarifying the "why," leaders begin to unpack the group dynamics at play in all teams, as well as determine their primary role as lead facilitator in the group. After the initial training, additional coaching or group sessions can be scheduled throughout the year to encourage and support the teacher leaders in their roles.

Question 3

Communicate Aligned Practices and Expectations

Accepted Answer

We've all heard it before: This isn't a new initiative--we promise! But, before the day is even done, miscommunication and lack of common expectations and directions create confusion and skepticism among teachers within and among our buildings. One major part of creating alignment among staff is to ensure that tangible details--such as PLC meeting minutes, document requirements, queestions and processes--are similar to identical when possible. In order to support your teacher leaders, district and building leaders need to ensure common practices are created (and utilized with fidelity) among teams in all buildings. Coaching and planning support is provided in this phase to ensure leaders have the opportunity to reflect and align throughout implementation.

Question 4

Developing (or Revising) Guaranteed, Viable Curriculum

Accepted Answer

In order for professional learning communities to thrive, guaranteed, viable curriculum documents must be created, organized, reviewed and followed. If teams need support in creating their curriculum maps and pacing guides, support will be provided. Professional development can occur with unique departments, grade levels, buildings, or teams. Reflective coaching or PLC observation and feedback may also benefit your team.  Guidance regarding district organization of the documents is provided as well.

Question 5

Assessing for Learning, Assessment of Learning

Accepted Answer

Assessment has become a loaded word for many students, parents, and educators alike; however, assessment does not have to equal test. Once a guaranteed, viable curriculum has been established, the next step is to clarify the difference between formative, quick checks of understandings (assessing for learning) and more formal, end-of-unit summatives (assessment of learning). By empowering teachers to pre-emptively anticipate student misconceptions and struggle areas, this professional development focus provides usable, action-oriented approaches to real-time, relevant data. Rather than wait until a unit is complete to determine our re-teach steps, we encourage teachers to proactively plan for differentiate and respond to students needs' through all stages of learning.

Question 6

Responding to Student Data

Accepted Answer

What do we do with (all this) data? This is the question that stumps each and every team at some point in their improvement process. Through a series of content or grade level specific workshops or sessions, we encourage teachers to recall "what works" in education by referencing John Hattie's Visible Learning research.  With reflection and collaboration at the core of these sessions, teachers are invited to share what they know regarding effective scaffolding, pre-teaching, teaching, and teaching (again!) They are also supported by direction instruction and interactive experiences to add specific, strategic tools to their literacy and math toolboxes. This learning is centered on instructional practices that impact learning--specifically in our Tier 1 supports for all students.

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