It is essential to implement both professional learning communities (PLC) and response to intervention (RTI) because these complementary processes are considered research-based best practices to improve student learning. Response to intervention (RTI) is... read more →
Some faculty and staff may undoubtedly have a difficult time moving from a culture of isolation into learning communities. How may other faculty and staff help these professionals make that... read more →
A teacher raised this issue about SMART goals by offering this example: Current Reality: Last year, 70% of the students in Algebra classes earned a final grade of C or better... read more →
I am principal of Churchill School in Homewood, Illinois. Homewood School District 153 is in the southern suburbs of Chicago and serves a racially and economically diverse population. We are... read more →
We recently received an email from a high school math teacher who attended a three hour PLC overview session we provided for all of the staff members of his K-12... read more →
While most teachers recognize the value of analyzing assessment data they often struggle with collecting the data. It is not sufficient to know how many questions each student answered correctly... read more →
We received a question from a principal of a high-performing middle school who wrote: "Although we have made significant growth in many of the core components of a professional learning... read more →
I recently engaged in a spirited discussion with a high school faculty that was balking at the idea of the implementing PLC concepts. Two of their concerns were: 1) “It... read more →
We have heard the concern expressed that the PLC concept only allows for course-specific teams at the middle and high school level or grade-level teams at the elementary level. This... read more →
I had a conversation recently with a high school faculty that expressed several concerns regarding the idea that teachers teaching the same course or grade level should have common formative... read more →