The fundamental purpose of a PLC is to improve instructional effectiveness that results in high levels of student learning for all. The 4 guiding questions of PLCs are the foundation of this work.
What do we do if they don’t get it? That seems to be the million-dollar question plaguing teachers, leaders, schools, and districts. We know that Question 3 of DuFour’s PLC process is critical in the learning process, but this is often where we feel the most stumped. In this session, we will explore the research of Hattie, Fisher, and Frey to unpack exactly which literacy strategies are needed in the learning process, when they are needed, and why. This interactive session provides leaders with a turn-key PD that they can use at any point in the year. Understanding exactly what promotes surface, deep, and eventually transfer of knowledge is the key to answering Questions 3 and 4 of the PLC process.
Carrie Rosebrock, a Professional Learning Specialist at CIESC, revisits the four questions from a macro (district level) and micro (PLC level). When you have core systems in place within your district or school, weekly PLC cycles can effectively address these questions.
In this session by Carrie Rosebrock, a Professional Learning Specialist at CIESC, we explore ways to facilitate common norms and beliefs virtually.