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See all the wonderful things Sara Stephan has made

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This is great, thanks for capturing your thoughts here and sharing. I am going to check my calendar and pick an afternoon next week for all of us to meet to discuss how to schedule a regularly occurring specials PLC after school since none of you are available during the Tuesday meetings. We need to look at how we can meet as a building PLC and what our focus will be as well as how you can regularly meet with your peers across the district. .

I am curious about one post: that dual students and non-dual are not treated as equals. Aside from the obvious, one group receiving Spanish instruction, I'd like to know what is perceived as the inequity. I'm trying really hard to make sure that all of our students have access to the same resources so this would be helpful to me in my worki. Feel free to post anonymously if you feel the need.

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I would like to improve the ability to find time to reteach small groups of students who are struggling in certain skills

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From the expectation that learning occurs infrequently to learning is ongoing and occurs as part of routine work practice.

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Dual and non dual are not treated as equals "our kids"

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Dual and non dual are not treated as equals "our kids"

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I'm in agreement overall, but not sure how to make this work in my unique situation (

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the importance of collaboration!

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"collaborative teams of teachers agreeing on common pacing"
Assumption that we follow the same schedule that allows for common pacing

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When will specialists have the time and opportunity to do this, to meet with our respective subject area teams.

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When will specialists have the time and opportunity to do this, to meet with our respective subject area teams.

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monitoring each students' proficiency instead of focus on avg scores

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monitoring

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That we work together, not individually.

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That we work together, not individually.

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Focus on learning and proficiency

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That it takes a village to educate our students.

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That it takes a village to educate our students.

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There is a "sameness" in classrooms; notice that the author os a for-profit company so this j

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A lot of the collaborative ideas assume that you are regularly working with people who teach the same thing.

"From learning individually through courses and workshops...to learning collectively by working together."

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"from external trainings to job-embedded learning" Assumptions that there is specific support available