Buch, Englisch, 134 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 359 g
Buch, Englisch, 134 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 359 g
ISBN: 978-1-138-22354-7
Verlag: Routledge
Educators often have trouble properly implementing Professional Learning Communities (PLCs) because they simply don’t know how the process is supposed to work. By cutting through the fluff and generalities, this book provides a clear road map that takes school leaders step-by-step through the entire PLC process. Each chapter addresses a foundational component or protocol necessary for building successful team-based learning communities, using real life examples to help teachers and leaders understand how to integrate this process and avoid common pitfalls that inhibit implementation. Whether you’re just starting the PLC process or you’re looking to get more out of your PLCs, this book will lead you to continued student and teacher growth, regardless of current achievement levels, socioeconomic status, or impending curricular changes.
Zielgruppe
Professional and Professional Practice & Development
Autoren/Hrsg.
Weitere Infos & Material
Contents
Meet the Author
Preface
Acknowledgements
Chapter 1: What page are you on?
Expectations
Common Terms with Uncommon Meanings
Formative Assessments
Summative Assessments
Chapter 2: Getting Started
Logistics
Chapter 3: Understanding the Process part 1
Pace Yourself
Pacing Guide
Unpacking Standards
Learning Targets and Alignment
Curriculum Guides
Common Lesson Plans
Conclusion
Chapter 4: Understanding the Process part 2
Common Assessments
Determining Proficiency
Planning Common Assessments
Making Common Assessments
Length of Assessments
Standards per Assessment
Vetting Common Assessments
Common Reassessments (Quizzes vs. Tests)
Quizzes
Tests
Raising the Bar
Conclusion
Chapter 5: Understanding the Process part 3
Using the Data
Using Common Assessment Data
Too Cold
Too Hot
Just Right
Four Letter Words
Make Time to Target Student Needs
Scheduling for Students with Special Needs
How Does Grading Work?
What Students are Reassessed?
How are Students Reassessed?
Minimum Grading Policy
Conclusion
Chapter 6: Guiding the Conversation
Introduction
The First Meeting
The Second Meeting
The Third Meeting
Meeting Overlaps
Chapter 7: Avoiding Common Pitfalls
Introduction
Focus on Core Instruction
Beware the Land of Nice
Collaboration
Getting Started
Too much Too Soon
Presence
Functionality
All or Nothing VS Something is Better Than Nothing
Chapter 8: putting it all Together
Mapping out the Process, Foundations, and Protocols
Understanding the Process
Plan your Protocols
Commitment
