1. Three Rhetorical Questions
Why Do We Have PLCs?
Three Rhetorical Questions

2. Question 1
Do we believe it is the purpose of our school to ensure all students learn at high levels?

3. Question 2
Do we acknowledge that students learn at different rates and with different levels of support?

4. Question 3
Have we created a schedule that guarantees students will receive additional opportunities for learning through extra time and support, in a systematic way, regardless of who their teacher might be?

5. Work of a PLC Gathering evidence of current levels of student learning
Developing strategies and ideas to build on strengths and address weaknesses in that learning
Implementing those strategies
Analyzing the impact of the changes to discover what was effective and what was not
Applying new knowledge in the next cycle of continuous improvement
DuFour, 2010

6. 7 Actions of Collaboration
Maintain a clear focus.
Embrace a spirit of inquiry.
Put data at the center.
Honor commitments to learners and learning.
Cultivate relational trust.
Seek equity.
Assume collective responsibility.
Lipton, 2012

7. 4 Stages of the Group
Norming
Performing
Storming
Forming

8. 4 Stages of the Group Forming (Safety) Storming (Resistance)
Polite, impersonal, guarded, muted, watchful
Storming (Resistance)
Confrontations, opting out, difficulties, people leaving, demotivation, feeling stuck
Norming (Openness)
Getting organized, systems & procedures, giving feedback, confronting issues
Performing (Flexibility)
Closeness, resourceful, flexible, open, supportive, tolerant, sharing, effective

9. Holonomy
A balance between our part (as individual) and our whole (as part of group)

10. Five States of Mind Efficacy Flexibility Craftsmanship Consciousness
Interdependence

11. Meet the Meeting Killers
Naysayers
Silent plotters
Ramblers
Multitaskers
Agreeers