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1. How  can working from a shared agreement about curriculum scope and sequence free up more cognitive space to better design and implement practices that deepen student learning?

2. How can working collaboratively in content teams on Pro-Black, Anti-racist, Culturally Sustaining Pedagogies help our system create better learning experiences for our students?

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Sharing best practices, addressing misconceptions beforehand together, help each other with our oppressive blindspots, and well its more fun!

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As my team and I have been co-planning, we are just constantly making our work so much better than if any one of us were doing it alone. My team offers different experiences and perspectives that make our lessons better AND I have more time to focus on supporting students because I don't have to individually plan every lesson.

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Responding to question 1: if scope and sequence are already set, you can devote time to improving the actual lessons.

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Shared Curriculum = working less = not living for work = happier

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Shared Curriculum = working less = not living for work = happier

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I have often seen resources, lesson plans, and worksheet templates shared throughout PLC for others to adapt and make it their own! Love the collab!!!

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When multiple people are sharing ideas and collaborating, there are more opportunities to share resources and challenge each others' thinking on what we're putting in front of students and how students are receiving it

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would be helpful if there were any other drama teachers. since there aren't it often feels as if I get put in groups that aren't that pertinent for a performance class - or have to work on my own

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would be helpful if there were any other drama teachers. since there aren't it often feels as if I get put in groups that aren't that pertinent for a performance class - or have to work on my own

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I just like troubleshooting /getting ideas from other art teachers

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working collaboratively in content teams will help our system create a better learning experiences because students will be given the chance to approach topics from multiple points of views

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Having a shared agreement sets a foundation upon which we can build practices. It informs and sets the tone for plans moving forward.

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Having the scaffold in place allows more bandwidth to adjust and make accommodations in the moment in response to learners' moves

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We are able to compare results and ideas that work and are a work in progress, as well as collaborate on what high quality rubrics and summative tasks look like in application.

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Working together to design a curriculum is much more efficient to create lessons to deepen student learning

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I see it as the opportunity for us to actually build collectivity & move beyond the first draft.

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How can strong rubrics with easy on the eyes checklists, builds student self efficacy in implementing feedback and empower them to self-regulate their own work?

(11th grade Team)

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How can we improve our students’ sense of urgency about their learning and their stamina during a 90 minute block?

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How can we impvoe students' ability to identify an author's point of view through the use of exemplars & quality criteria, as evidenced by their Claim, Evidence, Reasoning responses to various texts.