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How are we getting students to take ownership of their learning? Are we having students interact with their data? What are some methods we can use to help students track their learning.

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Not making others feel bad about their scores but as a way to grow as a teacher.

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Giving the naysayers a job to encourage them to be apart if the goal of developing a strong PLC.

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It's important to get everyone on the bus and on board with implementing the PLC process for it to be successful.

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If the mindset is introduced and the goal is clear I believe that will eliminate the resistors. Maybe if we can clearly define the differences between teaming and "PLCing" that will eliminate the confusion. Maybe the first thing  we do is create a foundation for teaming and then a foundation for the PLC process. If each educator is responsible for the building the house the foundation is built on then the "our kids" talk will come naturally, the inclusivity that we are striving for will feel more natural instead of forced.

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People not being afraid of sharing CFA scores and wanting to learn new processes from others. Egos get in the way of opening to new ideas.

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We must look at the issues that are going on that are not being discussed out of fear or ignorance. If we do not, we are not going to accomplish anything new until we break from the cycle. Let go of your ego and pride and let’s become more open minded and adaptable to the changes that are necessary and possible!

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- curriculum maps would be helpful in trying to implement essential standards and set dates for CFAs
- the difference in responsibilities for PLCs and Teams needs to be clarified
- mindset needs to shift from coming to work to teach, to coming to work to make sure kids learn

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We need to get rid of "if" language ("If the students cared more"; "If we got more support from the district"; etc.) and focus on what we CAN control.

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We need to clear the misconceptions between "teaming" & "PLC meeting". We also have to be committed entirely to yhe process; a "half-assed" approach will not gain improvement in overall student success.

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Accountability is unethical if there is no support or investment in people.

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There needs to be a set schedule and agenda prepared for each PLC to let teachers know what will be covered.  This could help prevent "gripe fests" as well as keep everyone on the same page as well as help sway those who initially resist PLCs

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Whoever owns the data owns the learning. 

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Whoever owns the data owns the learning. 

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Sharing CFA data as a way to improve our teaching practices for our kids. Showing others that sometimes we don’t have the best way of explaining for a majority of kids.

For PLCs and teaming to work everyone needs to have the same goal(s) to mitigate any negative behaviors not conducive to the environment.

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Opportunities for unique strategies of learning. Learn from each other. Importance of collaborative practices.

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We need to focus on ALL kids not just the kids in our classes.

We have been during a version of the PLC and RTI process, but have not been completely sold on it.  We need to focus on all the steps of the process to become successful.

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Professionals - people who make decisions based on research and best practices.

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We should be focused on getting all students engaged and working with high levels of learning. They can do this! But in order for that to happen, educators must seriously look at our own bias as an individual and as PLC. We need to move from assimilation of students into educating students. Students should not only have high expectations for behavioral goals, but they must also have high expectations for academic goals. PLCs need to create the culture that all students can learn. The PLC needs to be reflective in their practices not only in the individual teacher's classroom but in the PLC as a whole.

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We must get the PLC resistors on board for the process to work successfully

In order to implement successful change, teachers must be given opportunities to provide continuous input/feedback on the process

Subject area teachers must use data to identify when students require intervention and enrichment

Subject area/ grade level teachers must break down their essential standards and determine specifically what students need to know to show mastery in their content area

We must set high expectations for ALL students