Tips for Singleton PLCs

In a previous blog post, How PLC Looks Different for Singletons, Related Arts, and Special Education, I shared a few thoughts on how the typical 4 questions of a PLC might look and sound different, depending on the uniqueness of your group. And while PLCs that combine singleton teachers (teachers who are the only ones who teach that content) may not fit the conventional PLC mold, I do believe there are valuable discussions and unifying goals that can anchor their work.


In this short (5 minute) clip, I offer four different types of goals or answers to, "What do we want them to know?" that can guide our singleton PLCs.




There are always ways to find commonalities and practices--the key is to seek them out, and, to know that is part of the process.


And I would add this: your goal might change throughout the year. You might need to start your work by mapping your own, individual courses. Then, you may go into vertical alignment conversations and work. Eventually, you might get to a common skill that you want to assess and then review student data.


The point is, there should be a thoughtful progression of what you focus on. A PLC is not merely a brainstorming think-tank; it is anchored in a shared goal among a group of teachers, as well as purposeful data reflection. Whatever you decide is your common focus--be sure to discuss the meaningful ways you can measure the success of your work through student learning outcomes.

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