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How do we go about changing our culture into a team of people working interdependently to ensure we answering our 4 essential questions without feeling like we are adding to our current work loads or adding another task to check our our to do list.

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Get back to "Story 4" and focus on the why. 

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Get back to "Story 4" and focus on the why. 

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Applying the data chart to HS (ie. p.14) since our curriculum moves so quickly, how do choose 3-5 without enabling the curriculum/students getting too far ahead in the curriculum to come back and reteach, if needed?

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Applying the data chart to HS (ie. p.14) since our curriculum moves so quickly, how do choose 3-5 without enabling the curriculum/students getting too far ahead in the curriculum to come back and reteach, if needed?

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How do we better stick to meeting norms?

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How do we  build community among staff?  Not just socially, but professionally as well.

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Dig into what this looks like in our environment - and how to encourage teachers to be open-minded to new/different forms of CFA.

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How do we access real time data?

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How do we encourage a mentality of generous teams proactively helping each other, but also work to hold individuals accountable who do not meet expectations?

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Collecting data to analyze. Can we get reports on ST results without having to open each assessment individually to see results.

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How do we motivate peers to have the same focus/goals?

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How do we grow the collaborative efficacy -- especially with those naysayers who tend to fight "the process" at every step.

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Doing a 'dry run' or 'role playing' version of this at the beginning of the year PD.  I think it will help to establish expected norms that can then be enforced.

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Doing a 'dry run' or 'role playing' version of this at the beginning of the year PD.  I think it will help to establish expected norms that can then be enforced.

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Overall class gpa / unit gpa is not reflective of student mastery of the need to know standard(s). The percentages can hide students who are not mastering a standard.

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Having structure and norms for PLC meetings is really important.

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Can we go through PLC expectations as a whole group so everyone starts out on the same page?

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How do we communicate what standing peers have to hold one another accountable on a day to day basis?

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How do we balance PLC meeting time with the need for "department" stuff without blurring the lines between the two?

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How do we ensure every department PD is structured but still allows for individualized needs?

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How do we ensure every department PD is structured but still allows for individualized needs?

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Will Remmert
willremmert@gmail.com
952.381.5936

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How do we become better at writing and following up with specific goals directly aligned K-12 and then be intentional with the follow-through.

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A serious discussion about how all students can learn, and that we expect them to participate in their learning (not cheating, scantron/leap, etc.)

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Get away from being task driven and not just collaborative. Focus on the 4 questions and use a common way to communicate these expectations

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How do we start the process of changing our culture and perspective of the purpose of a PLC?

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How do we communicate the need and importance of collective responsibility? How do we gain buy-in and ownership?