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"Provide more time for collaboration (one member of group noted that in some Asian countries they spend more time collaboratively planning than with students)
Allow teachers more agency in running PLCs -- the more that they work and reflect together, the more active they are in creating solutions to challenges and improving their practice.
Consider using an evaluation system that is more coaching than causing teachers to feel judged -- promoting a safer space for collaborative effort and for growth.
Always moving staff from fixed to growth mindsets centered on the belief that students can achieve more (pedagogy of confidence)."

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PLC Practices: This year we took a cross curricular approach in Year 1 with only one grade level (9th grade) this year while we look at common best practices and review of student data regardless of the subject/ content area taught. A revision for next year in Year 2 (2 Grade Levels: 9th 7 10th) would be to create both Vertical PLC and Horizontal (Grade) Level PLC Teams so that 2 ELA Teachers could be paired with the 4 Social Studies Teachers, then the 2 Math Teachers would be paired with 2 Science Teachers and 1 Business Teacher then the 4 Language Teachers with the 2 PE/ Health Teachers etc... The focus is to be build on common language, common practice around the review of data and data driven instruction.

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Principal Pared would  like to continue the peer visitations with noticings, wonderings and feedback provided by peers (this is done by subject area on a weekly basis).  Principal Pedro will continue to focus on development of rubrics to create a sense of collective efficacy and have a shared lens. He is also very proud of the new teacher PLC's that support the growth of 1st and 2nd year teachers to his building.  During PLC's, Principal Mitchell works on building up the sense of accomplishment of her teams by modeling the high expectations for all. Principal Hollis has changed the mindset of his teachers through interclassroom visitations as this was not a practice they were accustomed to and the fact that he has a large team of veteran teachers. the peer visits have helped his team to remember their life long dedication to being learners.

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Continue focusing on student work and sharing of strategies to support all students. Also continue making the shift from coaches and admins facilitating to building leadership among the teachers to facilitate. We have started sharing brief videos of teachers during instruction and providing feedback and this requires a safe community and climate of trust so we will continue to foster that climate. These videos are tied to the student work. We will continue to build teacher efficacy around designing student tasks that are aligned to the standards and hold students to high expectations.

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I would like to make more time for teachers to visit each other and to then be able to reflect, so that they are learning in a group not just keeping the learning to themselves and then take it deeper to see what outcomes we get in the student work.

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Continuing to build on creating a PLC cycle as we implement Problem of Practice with fidelity. Setting and aligning the expectations for PLCs. Creating a safe and respected culture in the PLCs.

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We already use the tuning protocols, but I think it is important to follow up and circle back with what the teacher follow up. We also monthly collect student work to look at artifacts and quality assessments

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We included the arts teachers in PLC meetings with content teachers on various grade levels.  We assigned teachers to grade levels based on their expertise.  So for example the music teacher is assigned to the 3rd grade who also focus on recorders.  The phys ed teacher supports the students with autism with movement.  This has allowed for collective thinking and digging deeper into particular classes and students. 

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Continue to utilize the looking at student work protocol with staff members in the PLCs. Have teachers submit student artifacts to a google folder monthly to be reviewed during PLCs in advance. Find a strategy to circle back to teachers who present to discuss the outcome/next steps.

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Continue LSWP regularly, but create a system to check back in on follow through of established next steps.

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New-posing of a problem

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Continuing lesson studies and inter-visitations with teachers across content. We can extend this by looking at the student work that is a product of the lessons that were observed during the lesson studies/intervisitations. Teachers and colleagues can reflect on how the work represents the lesson and what can be done to improve the overall quality.

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Continue- At University High School, it is important that we continue to incorporate the PLC protocols at each of our department level meetings and we need to continue to build trust and incorporate teacher leadership in the PLC's.

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1-Continue a focus on Learning, Assessment, Intervention, and Enrichment to improve teacher practice inservice of student learning
2-Drawing a distinction between a vertical team and a PLC and building teacher efficacy by increasing teacher knowledge of the process
3-Using a fish-bowl strategy to provide a PD experience for what a PLC is and is not.
4-Providing explicit training emphasizing equity and collective teacher efficac as a why and how of PLC

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Interclass visitations with teachers that will present a specific strategy for learning. Also recording lessons for peer review and discussions during grade level and vertical meetings.

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We would ensure that there is a use of a research based text used to accompany the PLCs. We have not always used a full text. We have most often use short articles to support the PLCs but we agree that a text to read over the extended time would be best. We also want to ensure that the text is aligned to what the teachers can see and are doing in their classroom. The text should allow teachers to apply the techniques in their rooms immediately and that it be actionable. We want teachers to see the value in what they do in their own practices and the the text research.

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Clearly defining roles & making PLCs become ore teacher led

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*Connecting student learning to teaching practices
*Build trust through consistency and knowing the process
* It was difficult to self-critique and self-reflect
*Using the resource "The Power of Positive Criticism" to continuously build trust.

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WE lead very focused PLCs on best practices and analyzing student work and student performance data. This school year we have been very focused on providing teachers with tools and strategies that engage students during the remote learning process.
However, I would like vertical PLCs to be more teacher led, (not so much coach or admin led), much like the grade level meetings which are mostly teacher led.

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See peers engaging in those practices-Data and making the student learning visible. How students move from point A to Point B.- Adding teacher voice empowering teachers- Adding certain protocols so that all PLC's look the same-Ensure that the meetings focused on teachers and not the facilitators-

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Fine tune my PLC Protocols, and Aide my teachers in being stronger leaders.

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Having established norms and creating a safe space for teachers to discuss/share best practices; having teachers taking more ownership of PLCs

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Create a safe space where teachers can feel that they can share their thinking without judgement
Shift the cognitive load from school leader to teachers
The school leaders must ensure that there is a clear plan and sequenced activities that allow the teachers to take personal responsibility
Ensure that agendas are focused on transforming practices and less on operational issues
Keep agendas lean and focused on practices that improve student outcomes through improving teacher practices.

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Institute more of a formal program for the feedback. What is the standard agenda and made sure that there was a part that was consistent. Lessens the anxiety level and it a part of growth-KM

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Personal feedback to get teachers as excited as what she saw in the video and this will help teachers get engaged and as invested-AD

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Surprised that they were not completing the tasks. If vision isn't clear then feedback cannot be as specific and targeted-KM

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Teachers are required to complete the task once themselves and it is powerful when you can walk into someone's shoe and to see the misconceptions that students might have and this leads to some conversation. This allows them to see what they can do better. AD

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Something that we have been doing is looking at student work and have been doing it consistently since January. The teachers really see the impact of their instruction and the change that was discussed the previous week has allowed them to see the difference and they are seeing the changes in the work product-KM

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At Park I would continue to increase the amount of PLC time focused on teachers collaboration and feedback around students work and peer teacher observations to both teachers content and pedagogical knowledge. We will frame the work around well structured protocols.

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We will continue to do norming walkthroughs with teachers similar to what executive staff did last year. This lets teachers look through a different lens and allows them to turnkey that information in their PLCs

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Continue to conduct classroom walk-throughs and peer visits to norm practices and expectations. This will also help to create a sense of buy-in and help teachers feel free to take more risks as they are receiving feedback from their peers, and not necessarily from an administrator.

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Build trust.
Look at Student Work.
Teachers give each other feedback which is helpful in building their skill set.
Teachers role play their reteach plan and how they would deliver that to the students.
Look at student data to review students that need support and those that need enrichment.
Review expectations and view its implementation so that it can be discussed in the PLC.

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I would have teachers reflect on strategies that worked in their classrooms from prior suggestions provided during PLC meetings or walkthroughs.

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To move away from such a structure protocol into a more higher leverage protocols where teachers are more interactive and reflective of their instructional practices.

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We will keep using the LASW Protocol. I want to consider how to make the teacher action steps more impactful. What type of follow-up would be most efficient?

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We are in the process of implementing an inquiry cycle. This process requires teachers to reflect on their practices and not focus on student problems.

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Developing a culture of trust is critical.