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Teachers must believe that all students can learn to the level of the standards.

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Teachers need to believe that school is not a one size fits all. They must be willing to adapt their teaching to meet the learning needs of their students in order to help them reach the high expectations.

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Trust

Importance of equity

Professionalism - the trust and belief that others can and will do their jobs at their highest ability.

All voices are important in the process- everyone has a contribution worth hearing/sharing

holding high value of different perspectives

That all staff hold the best interests of students as a core belief.

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Teachers need to have a strong understanding of the standards so they can hold students to that level of expectation. Teachers need to know where their students are and use that student work "data" to drive instruction to reach the standards. The teacher needs the skills to work with their PLT on best Core Instructional practices to grow their students to the level of the standard.

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Consistency - PLC+  is a commonly held process and ongoing practice.

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Best practices - both instructional & around PLC+

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Both a support & a barrier: TIME - a regularly structured uninterrupted time

Barrier: global pandemic, the only thing consistent is inconsistency & the need to be flexible

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Support for teachers/teacher training to support with looking at data.

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Time, Expectation Gap not creating achievement gap, teacher training.

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Knowledge of how to differentiate and provide scaffolds.

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Teachers need to have high expectations and how to hold them for all learners.

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We should have the expectation that the process is continuous.

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We should have the expectation that the process is continuous.

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(We're never really done.)

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Expectations of teachers for student learning and level of student work is common across the PLT and the school.

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Expectations of teachers for student learning and level of student work is common across the PLT and the school.

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planning for both the students who did "get it" and the ones who did not 

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planning for both the students who did "get it" and the ones who did not 

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identifying and knowing your gap data in all areas 

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identifying and knowing your gap data in all areas 