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-Don't blame students (ICEL), teachers must be willing to change and address what they can control.

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The 7 norms of collaboration
Individual and collective contribution to the PLC.
All students can succeed.
Self and collective ownership
Collaboration is greater than competition. (Building a collaborative culture).
Learning from each other

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Everyone has room to grow. An open, growth mindset can lead to that growth. Students are not deficient; they just haven't received the opportunities necessary for them to grow. Kids can perform at high levels given the right supports. If we work together to build collective efficacy, we can provide every child with the right support.

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Research-based, effective scaffolding and differentiation strategies. The progression of their standards. A true understanding of what a PLC+ is (the five guiding questions). Knowledge of who has and has not benefited from our instruction - this is necessary to spark the desire to improve.

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Scaffolding, shifting the mindset about what a PLC actually is and is not. Activator training for teachers. More hands off from administrators.

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The mindset and beliefs of staff - we must desire high expectations. PLCs that are accustomed to simply planning instruction. PLCs need common planning.

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Barrier: PLC group members not being on board. Support: Admin joining meetings. (Guide on the side)

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High Expectations for all students
Rigor
Common belief system that all students can learn
Equity

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Increase in student achievement broadly and in subgroups. Teacher collective efficacy with regard to PLC.

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Fidelity
Goals
All teachers will have high expecations.

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Open mindset
Strategic implementation so that it doesn't feel like something else but rather a way to better optimize what PLC already do.

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Time
Plan of action for struggling PLCs and a support systems
Having support systems in place

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collaboration > compliance

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Inspect the data
Notes
Increase in teacher efficacy

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All educators serve an equal role in PLC

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Continuous self reflection and learning.

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Continuous self reflection and learning.

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Be willing to reteach (differently), we are teaching not just covering material.

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Be willing to reteach (differently), we are teaching not just covering material.

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Understanding the time and effort needed for PLC work/instructional work

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Barrier: Needing teacher buy-in for full implementation

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Consistent/clear for everyone, the end goal is in mind