# data[].attributes.body
Having a trained administrator, or teacher, or district rep., or program rep (someone from DuFour for example), etc. with us in PLCs to coach and moderate. Someone from outside of the department who is highly knowledgeable on the process and structures of PLC and what the school/district/state/WASC expects. They should have answers, but more importantly, they should be able to pose the crucial guiding questions that will help each team find the best answers for their PLC.

# data[].attributes.body
-Sets clear goals for what Ss should learn.
-Use of successful strategies is reviewed.
-Same questions, same grading rubrics.
-To have the ability of comparing data that is equal across the board.

# data[].attributes.body
-Assessment FOR learning.
-Helps educators modify instruction based on formative results

# data[].attributes.body
-Time to collaborate.
-Moderation of difficult/constructive conversations.
-

# data[].attributes.headline
Supports Needed: More PLC time for teachers to collaborate and reflect 

# data[].attributes.subject
Supports Needed: More PLC time for teachers to collaborate and reflect 

# data[].attributes.body
- Time blocked out for teams to develop strategies.
- Provide Subs to allow teams
enough time to plan and
implement strategies.

- PD opportunities for differentiation strategies.

# data[].attributes.body
So teachers need the time for this cross articulation and observations of other teachers. Also, we need to be able to discuss what strategies are most effective with our students.

# data[].attributes.body
Lacking guidelines.
conversations swing from one topic to another :
struggling to fill/kill time
too many tasks
frustration

Supports:
set clear :
work expectations
objectives
common assessments
team rules/norms
structure

# data[].attributes.body
* Time to observe one another
* Time for cross time PLC meetings/conversations
* SAST
* Pineapple Pop-Ins
* Learning Rounds

# data[].attributes.body
It is a comfortable first step but teachers often get stuck there.
The emphasis should be reflection resulting in teacher learning and improved instruction.

Supports:
Less team tasks
Dedicated planning time and not meeting time.

# data[].attributes.body
characteristics:
*ideal place for collective efforts
*share responsibility
*don't forget to focus on results
*how do you know students are learning?

supports needed:
*time to talk about data
*dedicated PLC time

# data[].attributes.body
- Questions to pose to team members
"Which instructional practices
are most effective across your
team?"

"What concepts do your
students struggle with?"

"Are your students able to apply
knowledge to novel problems?"

- School leaders have to develop a plan to support teachers with developing effective differentiation.

# data[].attributes.headline
School leaders are encourage  to create safe environments in which teachers can discuss common assessments and to walk the walk.

# data[].attributes.subject
School leaders are encourage  to create safe environments in which teachers can discuss common assessments and to walk the walk.

# data[].attributes.body
Characteristics:
1. data driven
2. formative assessments

# data[].attributes.body
* Reflection
* Teacher-Teacher observations
* Cross-team communication