PLC+
Better Decisions and Greater Impact by Design
1st Edition
Published on 18. September 2019
Book
Paperback/Softback
216 pages
978-1-5443-6179-6 (ISBN)
Description
What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy.
PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus-and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers.
PLC+ is grounded in four cross-cutting themes-a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning:
Where are we going?
Where are we now?
How do we move learning forward?
What did we learn today?
Who benefited and who did not benefit?
The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy.
PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus-and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers.
PLC+ is grounded in four cross-cutting themes-a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning:
Where are we going?
Where are we now?
How do we move learning forward?
What did we learn today?
Who benefited and who did not benefit?
The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy.
More details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 235 mm
Width: 191 mm
Thickness: 13 mm
Weight
417 gr
ISBN-13
978-1-5443-6179-6 (9781544361796)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.
Karen Flories was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies for 2 years with Valley View School District in Illinois, after serving as the English Department Chair for Romeoville High School. Karen's classroom experience includes high school English, special education, and alternative education. Karen holds credentials in general education, special education, and educational leadership. She earned her master's degree in educational leadership from Concordia University. During her time at the district level, Karen led the implementation of Visible Learning+, specifically focusing on teacher clarity, classroom assessment, and feedback. Karen is the co-author of The PLC+ Activator's Guide, PLC+: Better Decisions and Greater Impact by Design, and The PLC+ Playbook, Grades K-12. She is currently a full-time professional learning consultant for Corwin.
Dave Nagel has been a professional developer and educational consultant both nationally and internationally since 2003 and has done so as his primary job in education since 2008. Prior was a middle and high school science teacher and administrator in a large district in Indianapolis. As a school leader at Ben Davis High School (enrollment 3000 students) Dave was instrumental in developing a focused plan for differentiated goals for students based on specific proficiency measures which supported the school in improving its graduation rate 14% in just over 4 years.
Dave's primary areas of expertise are in the areas of effective teacher and leader collaboration, assessment and feedback, and specifically effective grading actions both at the school and classroom level. He has been working specifically with Professor John Hattie's Visible Learning research since 2011 that is a driving force for all of his work with teachers, coaches, and administrators. He has authored 5 books previous to this one, including four within the PLC+ series of publications (Corwin).
Published multiple times in various publications such as Principal Leadership and Educational Leadership, Dave has also presented at various national conferences.
Dave has a strong moral aspect, strives to be very relatable and practical when working with people, and has a savvy sense of humor that supports him in his life and work. Dave stays very busy with his beautiful and supportive wife, Kristen, and three boys (ages 20, 15, and 13). He acknowledges every day that the Lord guides his actions and is the driving force in his life. Dave is an independent consultant for Corwin Press and is the owner of NZJ Learning LLC (named after his three boys) and the Founder of The Center for Collaborative Expertise.
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.
Karen Flories was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies for 2 years with Valley View School District in Illinois, after serving as the English Department Chair for Romeoville High School. Karen's classroom experience includes high school English, special education, and alternative education. Karen holds credentials in general education, special education, and educational leadership. She earned her master's degree in educational leadership from Concordia University. During her time at the district level, Karen led the implementation of Visible Learning+, specifically focusing on teacher clarity, classroom assessment, and feedback. Karen is the co-author of The PLC+ Activator's Guide, PLC+: Better Decisions and Greater Impact by Design, and The PLC+ Playbook, Grades K-12. She is currently a full-time professional learning consultant for Corwin.
Dave Nagel has been a professional developer and educational consultant both nationally and internationally since 2003 and has done so as his primary job in education since 2008. Prior was a middle and high school science teacher and administrator in a large district in Indianapolis. As a school leader at Ben Davis High School (enrollment 3000 students) Dave was instrumental in developing a focused plan for differentiated goals for students based on specific proficiency measures which supported the school in improving its graduation rate 14% in just over 4 years.
Dave's primary areas of expertise are in the areas of effective teacher and leader collaboration, assessment and feedback, and specifically effective grading actions both at the school and classroom level. He has been working specifically with Professor John Hattie's Visible Learning research since 2011 that is a driving force for all of his work with teachers, coaches, and administrators. He has authored 5 books previous to this one, including four within the PLC+ series of publications (Corwin).
Published multiple times in various publications such as Principal Leadership and Educational Leadership, Dave has also presented at various national conferences.
Dave has a strong moral aspect, strives to be very relatable and practical when working with people, and has a savvy sense of humor that supports him in his life and work. Dave stays very busy with his beautiful and supportive wife, Kristen, and three boys (ages 20, 15, and 13). He acknowledges every day that the Lord guides his actions and is the driving force in his life. Dave is an independent consultant for Corwin Press and is the owner of NZJ Learning LLC (named after his three boys) and the Founder of The Center for Collaborative Expertise.
Content
List of Videos
About the Authors
Acknowledgments
INTRODUCTION
So What Is a PLC?
The Story Behind PLCs
Adding the Examination of Teaching Practice to the PLC Story
The Five Key Questions
What You Will Find in This Book
1. PLC+: The Plus Is YOU
Teacher Credibility and Efficacy: The Foundation of the Strong PLC+
Facilitating Collaboration: Making the Plus Count
Building Collective Efficacy
The Hope for the PLC+
Conclusion
2. Question 1: Where Are We Going?
The Story Behind the Question
A PLC+ Team in Action
Analyzing the Standard(s)/Curriculum Expectations
The Role of Teacher Clarity in "Where Are We Going?"
Developing Learning Intentions and Success Criteria
It's Not Just High School English
Moving Beyond a Single Day
Autonomy in Teaching
The Professional Learning of a PLC+
Conclusion
3. Question 2: Where Are We Now?
The Story Behind the Question
A PLC+ Team in Action
Deficit Thinking
Initial Assessments
Analyzing for Equity Gaps
Data Collection
Data Analysis Protocols
Addressing Bias in Data Collection and Analysis
Identifying the Common Challenge
Conclusion
4. Question 3: How Do We Move Learning Forward?
The Story Behind the Question
A PLC+ Team in Action
Evidence-Based Instructional Practices
Assignment Analysis
Compensatory and Adaptive Approaches
Moving Teacher Learning Forward
Learning Walks
Using Microteaching to Improve Teaching and Learning
Conclusion
5. Question 4: What Did We Learn Today?
The Story Behind the Question
A PLC+ Team in Action
Reflection
Expert Noticing
Common Assessments as Triggers for Reflection
Determining Impact of Instruction
Progress Versus Achievement
Conclusion
6. Question 5: Who Benefited and Who Did Not Benefit?
The Story Behind the Question
A PLC+ Team in Action
Equity Audit
Response to Intervention
Universal Screening and Ongoing Assessment
High-Quality Tier 1 Instruction
Supplemental and Intensive Interventions
Meeting the Needs of All Learners
The Professional Learning of PLC+
Conclusion
7. The Next Question in the PLC+ Framework
After the Fifth Question
Beyond a Single PLC+
References
Index
About the Authors
Acknowledgments
INTRODUCTION
So What Is a PLC?
The Story Behind PLCs
Adding the Examination of Teaching Practice to the PLC Story
The Five Key Questions
What You Will Find in This Book
1. PLC+: The Plus Is YOU
Teacher Credibility and Efficacy: The Foundation of the Strong PLC+
Facilitating Collaboration: Making the Plus Count
Building Collective Efficacy
The Hope for the PLC+
Conclusion
2. Question 1: Where Are We Going?
The Story Behind the Question
A PLC+ Team in Action
Analyzing the Standard(s)/Curriculum Expectations
The Role of Teacher Clarity in "Where Are We Going?"
Developing Learning Intentions and Success Criteria
It's Not Just High School English
Moving Beyond a Single Day
Autonomy in Teaching
The Professional Learning of a PLC+
Conclusion
3. Question 2: Where Are We Now?
The Story Behind the Question
A PLC+ Team in Action
Deficit Thinking
Initial Assessments
Analyzing for Equity Gaps
Data Collection
Data Analysis Protocols
Addressing Bias in Data Collection and Analysis
Identifying the Common Challenge
Conclusion
4. Question 3: How Do We Move Learning Forward?
The Story Behind the Question
A PLC+ Team in Action
Evidence-Based Instructional Practices
Assignment Analysis
Compensatory and Adaptive Approaches
Moving Teacher Learning Forward
Learning Walks
Using Microteaching to Improve Teaching and Learning
Conclusion
5. Question 4: What Did We Learn Today?
The Story Behind the Question
A PLC+ Team in Action
Reflection
Expert Noticing
Common Assessments as Triggers for Reflection
Determining Impact of Instruction
Progress Versus Achievement
Conclusion
6. Question 5: Who Benefited and Who Did Not Benefit?
The Story Behind the Question
A PLC+ Team in Action
Equity Audit
Response to Intervention
Universal Screening and Ongoing Assessment
High-Quality Tier 1 Instruction
Supplemental and Intensive Interventions
Meeting the Needs of All Learners
The Professional Learning of PLC+
Conclusion
7. The Next Question in the PLC+ Framework
After the Fifth Question
Beyond a Single PLC+
References
Index