Utilizing Small Tests of Change and High-Leverage Practices in PLCs

When teachers are working to acquire new instructional practices, particularly ambitious reforms, teachers tend to gravitate toward approaches that are congruent with their prior practices, or they focus on discrete activities, materials, or classroom organization (Spillane, 2009).

Supporting Coaches to Lead Change Efforts at Their Schools

As part of the Networks for School Improvement (NSI) work, I’ve been working directly with 8th grade coaches and their grade-level professional learning community (PLC) teams in the Dallas Independent School District (ISD) to understand and use two protocols that first work to honor the knowledge and day-to-day lived experiences that teachers bring with them to their PLCs, and then ask teachers to critically reflect on classroom experiences and student work to increase professional knowledge and enhance student learning (Vescio, Ross, & Adams, 2008).

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What PLCs Get Results?

A growing number of schools focus on some form of communities of practice as a key to improving their performance. Schools typically refer to communities of practice as professional learning communities (PLCs). These work in a variety of ways and have different goals, but only some achieve their intended results.

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