# data[].attributes.headline
Awesome group culture and leadership...I'm so happy to see and will check in on recordings more often with my PLC groups. {It's time consuming but worth it} :)

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Awesome group culture and leadership...I'm so happy to see and will check in on recordings more often with my PLC groups. {It's time consuming but worth it} :)

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Clarification at what is appropriate at each grade level {DAP} in early elementary classrooms. {Ex. writing begins with the pencil grip vs writing their name...not always a standard in teacher's forefront}

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Clarification at what is appropriate at each grade level {DAP} in early elementary classrooms. {Ex. writing begins with the pencil grip vs writing their name...not always a standard in teacher's forefront}

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Great team discussion and sharing ideas, resources, and DAP research to back up ideas.

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Great team discussion and sharing ideas, resources, and DAP research to back up ideas.

# data[].attributes.body
I wish I was there live - they were getting confused on Google classroom.

# data[].attributes.body
Not sure how to title this. I only had one good video to view from a facilitator. I have been trying to follow up with facilitators to make sure all is well but it seems to take a back seat (for good reason). I want to make sure I am supporting facilitators and PLC teams but at this point it is very tricky. Any suggestions? ( and yes I have tried skype).

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The facilitator is using a shared doc that allows each member to more easily contribute--there's not a 'gatekeeper' that's controlling what is discussed.

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The facilitator is using a shared doc that allows each member to more easily contribute--there's not a 'gatekeeper' that's controlling what is discussed.

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Mike Mattos' resources referred to the Common Summative Assessment rather than the Common Formative Assessment.  Is the same, different, an extension of the CFA after reteaching/extension?  It seems confusing to me.

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Mike Mattos' resources referred to the Common Summative Assessment rather than the Common Formative Assessment.  Is the same, different, an extension of the CFA after reteaching/extension?  It seems confusing to me.

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Teacher seem very  hesitant to 'share' students for the reteach/extension opportunities.  A SPED teacher raised a good point that not EVERY student might be ready/able to handle instruction from another teacher (anxiety, etc.).  Maybe it would be good to provide teachers with messaging and resources on how they could start 'sharing' students with a smaller group rather than all the students at once.

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Teacher seem very  hesitant to 'share' students for the reteach/extension opportunities.  A SPED teacher raised a good point that not EVERY student might be ready/able to handle instruction from another teacher (anxiety, etc.).  Maybe it would be good to provide teachers with messaging and resources on how they could start 'sharing' students with a smaller group rather than all the students at once.

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One of my groups has great chemistry and I think that will allow them to be able to build trust and be vulnerable with each other.

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One of my groups has great chemistry and I think that will allow them to be able to build trust and be vulnerable with each other.

# data[].attributes.body
I noticed this last year too... Teachers spending a lot of time discussing the format of a CFA, what worked, what didn't, multiple choice, what is easy to grade and enter, what they want for next time... For example, "My students did not know they needed to scroll down do they did not complete the second (out of 2) question," types of comments as opposed to conversation about the actual content of the standard, the skills, and the knowledge.

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Do all teams have specific roles? I saw a facilitator also scribing and it seemed like the weight needed to be better distributed.

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On one team, I observed many tangents (sharing irks  or anecdotes about Google Classroom, OLS, parents, student behavior, Newrow tools, etc.) as opposed to digging deep into conversation around the task at hand.

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Use Marzano and John Hattie research to explicitly teach (and model with screencasts) best instructional practices.

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Share screencasts of teams and leadership modeling joint decision making and successful team collaboration.

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Build confidence as a facilitator, not apologizing.

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Build confidence as a facilitator, not apologizing.

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Training for finding/using different types of progress indicators, how to analyze, Google Sheets/Excel trainings (requested by a 2nd grade facilitator)

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Not all teachers prepared with materials/data/assess on time

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Instead of:

"What is the essential standard to be learned? (describe in student friendly vocabulary)"

How about something to the effect of:

"What is the essential standard to be learned? Describe learning targets using "I can" statements and DOK verbs as indicated by the standard."

May help maintain rigor by including the verbs and academic vocabulary, while breaking it into parts/learning targets.

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It was helpful to view the recordings to gain insight. I think continuing to view recordings, sitting in once and a while in a live meeting (easier to monitor participation), being CCed on weekly team agenda emails, or added as a collaborator to the facilitator's surveys (team time notes) would give coaches a better finger on the pulse- especially with a facilitator that might not reach out for support or who feels/ communicates "Everything is going great!" in our scheduled PLC coaching conversations when really there is room for improvement.

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Best practices for use of  "WIN" time to support Essential Learning/Understanding.

-Andrew

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The work during team time addresses one of the four critical questions and powerpoint slides/ gameplan reflects that

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Provide facilitators with additional guiding questions and open-ended follow up questions to encourage dialogue.

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100% Webcams On, Cold calling

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Pulling resources to guide 4 questions (CCSS Standards, District Priority Standards, Guides, High-Stakes Exam Blueprints, Vertical Conversations). Encourage teams to "Tab-it" in a new bookmark, as Mike Mattos suggested, for easy access.

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In one group, I observed teachers (not only facilitator) posing questions to the group to deepen understanding.

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Teachers having AHA's! and seeing patterns.

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Successful example: A third grade facilitator asked for volunteers, then called on each remaining teacher to share work samples or contribute.

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Teachers are sharing instructional strategies; discussing different platforms that they are using for student independent practice; resources; "Research tells us"...; Powerpoints; and methods for delivering effective, timely feedback as students complete the CFA.

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Teachers brought in student work (writing samples across proficiency levels) to ask for feedback from their team to assist them with assessment. This helped team in building a rubric to use with the common formative assessment.

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Facilitator and teachers do not feel rushed or held to a set-in-stone game plan. They can pick up where they left off if necessary.

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Facilitators feeling like they need to fill the silence. They need to be heavy handed on their mute buttons

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Facilitators feeling like they need to fill the silence. They need to be heavy handed on their mute buttons

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Going back to some of our 'old school' ways in PLC--assigning roles, having a scribe. This really helped ensure more equal participation. Also everyone had access to the shared slides at the same time so they could all contribute. Also making scribe the co-host to share their screen. All this takes work off facilitator and makes the team more equitable. 

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Going back to some of our 'old school' ways in PLC--assigning roles, having a scribe. This really helped ensure more equal participation. Also everyone had access to the shared slides at the same time so they could all contribute. Also making scribe the co-host to share their screen. All this takes work off facilitator and makes the team more equitable. 

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Sharon

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Are some PLC teams getting large? I watched a recording where it looked like the team has around 13 members. 

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Are some PLC teams getting large? I watched a recording where it looked like the team has around 13 members. 

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Sharon

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In all of the sessions that I watched, the OLS seemed to sneak into the driver seat at some point in terms of shaping decisions i.e. essential standards, content of focus for direct instruction, timing and focus for reteach/extend, etc.  As Amy mentioned Monday, the OLS should be thought of as a supplemental/textbook that supports a curricular program, not that it is the curricular program itself.   I'm wondering how to help the PLC Facilitators and Teachers that I support make this paradigm shift. 

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In all of the sessions that I watched, the OLS seemed to sneak into the driver seat at some point in terms of shaping decisions i.e. essential standards, content of focus for direct instruction, timing and focus for reteach/extend, etc.  As Amy mentioned Monday, the OLS should be thought of as a supplemental/textbook that supports a curricular program, not that it is the curricular program itself.   I'm wondering how to help the PLC Facilitators and Teachers that I support make this paradigm shift. 

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Andrew

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Facilitator talking more than any other members of the team. Also getting off topic and talking about general teaching challenges.

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Facilitator talking more than any other members of the team. Also getting off topic and talking about general teaching challenges.

# data[].attributes.body
Sharon

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Facilitator demonstrating some good wait time (muting herself and allowing silence). Check in at start of session where every member got on the mic and shared their thoughts about the standard they are teaching now, reteach, what they are feeling good about, and where they are struggling. This seemed to really connect them all. 

# data[].attributes.subject
Facilitator demonstrating some good wait time (muting herself and allowing silence). Check in at start of session where every member got on the mic and shared their thoughts about the standard they are teaching now, reteach, what they are feeling good about, and where they are struggling. This seemed to really connect them all. 

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Sharon

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Wondering if there are any plans to bring facilitators across departments together again in the future to share ideas? It is like night and day difference between my middle school and elementary recordings... not sure if that is just my teams? Just wondering if it would be helpful for them to share ideas/ what they're doing that is working with a wider net of people every once in a while? I keep thinking of when we have done "speed dating" type exercises in coaching and how much it has helped me to hear what others are doing one on one. Just a thought/ idea/ question for the future. :)

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For one of my teams the time together felt so organized and efficient with a mix of teacher voices. Even with a bunch of audio missing... I could tell that they were focused on the four questions, had goals for their time together, resources stored in a Google classroom, recapped important dates at the end, the team talked through their ideas for their individual reteach. Also, everyone on the stage had their cameras on which was great to see.

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Asking more questions of the team vs feeling like they need to have all the answers as facilitators

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Asking more questions of the team vs feeling like they need to have all the answers as facilitators

# data[].attributes.body
The meetings seem to be task-oriented - get the task at hand completed, no matter if only one person completes it - rather than collaborative. Groups could dig deeper on how they collaborate and work together.

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NR makes it difficult to gather info- like how many where in the room what was being said in chat (but you already know that). Also, not everyone shared recordings.

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Facilitator cuts off her teachers when they are sharing on topic

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Facilitator cuts off her teachers when they are sharing on topic

# data[].attributes.body
Today with Mike Mattos was great. Giving a road map on the why & how. Similar resources would be helpful (suggestions not telling- like "what to do if...").

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Good use of time, fair sharing of ideas, resources which were directly related to the four questions. Teachers engaged.

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Asking teachers questions directly if they haven't participated. Ensuring everyone has a voice.

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Asking teachers questions directly if they haven't participated. Ensuring everyone has a voice.

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Facilitators and some teachers brush off the norms. "We know these. Let's move on."
Norms do not address full participation by all teachers.
Norms do not address decision making process.
Norms do not address consequences.

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Some group discussion or team building at the beginning would have benefit (maybe it happened off the recording?).  The group doesn't seem to be working together.

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Some group discussion or team building at the beginning would have benefit (maybe it happened off the recording?).  The group doesn't seem to be working together.

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PLCs made up of singletons are still struggling with finding ways to make things relevant across very different classes. 

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PLCs made up of singletons are still struggling with finding ways to make things relevant across very different classes. 

# data[].attributes.body
They don't seem to feel like a team (in the sense that they can't work without each other). How to find meaning in the PLC process.

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The facilitator and group seem to have some confusion between what a formative assessment is and a summative assessment is--and that the PLC data is based on formative data not summative data.

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The facilitator and group seem to have some confusion between what a formative assessment is and a summative assessment is--and that the PLC data is based on formative data not summative data.

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Use of "what else?" and "anything else?" to keep conversations going

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Use of "what else?" and "anything else?" to keep conversations going

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Saw aknowlegement and questions directed directly to  SPED and ELD teachers.

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Saw aknowlegement and questions directed directly to  SPED and ELD teachers.

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Most cameras off?  This was not the case last year.

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Most cameras off?  This was not the case last year.

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Groups were well organized, had a good plan, agenda etc.

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Groups were well organized, had a good plan, agenda etc.

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Making sure all team members take part in the discussion.

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Making sure all team members take part in the discussion.

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Facilitator talk time vs teacher talk time. Need some quiet pauses, facilitator muting frequently so others can chime in. Not sure if facilitator is nervous and trying to avoid awkward silences or just already has ideas of how to go forward with each step

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Facilitator talk time vs teacher talk time. Need some quiet pauses, facilitator muting frequently so others can chime in. Not sure if facilitator is nervous and trying to avoid awkward silences or just already has ideas of how to go forward with each step

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Sharon

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Facilitator using unpacking chart that Mike Mattos presented. Facilitator doing a bunch of fun 'extras' for team building, such as a 'getting to know you' wheel of questions and cute/silly raffle prizes that she mails to the teachers. 

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Facilitator using unpacking chart that Mike Mattos presented. Facilitator doing a bunch of fun 'extras' for team building, such as a 'getting to know you' wheel of questions and cute/silly raffle prizes that she mails to the teachers. 

# data[].attributes.body
Sharon

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Balancing facilitator talk time w/the talk time for other PLC members; include wait time

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Balancing facilitator talk time w/the talk time for other PLC members; include wait time

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The team felt using an assessment already in the course, if it addressed a standard, would provide them with more useful data, since more students were apt to complete it instead of a Google Form.

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The team felt using an assessment already in the course, if it addressed a standard, would provide them with more useful data, since more students were apt to complete it instead of a Google Form.

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Strategies for keeping track of SPED and EL for grading purposes/modifying TGAs for SPED and EL students.

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Strategies for keeping track of SPED and EL for grading purposes/modifying TGAs for SPED and EL students.

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How can we provide strategies to help teachers who are new to the course be more involved in the conversation.

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How can we provide strategies to help teachers who are new to the course be more involved in the conversation.

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Some teachers shared in the meeting that they think making common assessments are a waste of time. They would prefer to use PLC time to share teaching strategies for the content and skills they need to teach.

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Some teachers shared in the meeting that they think making common assessments are a waste of time. They would prefer to use PLC time to share teaching strategies for the content and skills they need to teach.

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There are one or two teachers in each group that are hanging back and not contributing.

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There are one or two teachers in each group that are hanging back and not contributing.

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The ELL teacher did not seem very involved. The other teachers did not try to bring her into the discussion, even though her input would seem invaluable when unpacking a standard.

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The ELL teacher did not seem very involved. The other teachers did not try to bring her into the discussion, even though her input would seem invaluable when unpacking a standard.

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Facilitator was very knowledgeable on the unpacking process and was able to get her group to dig deeper.

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Facilitator was very knowledgeable on the unpacking process and was able to get her group to dig deeper.

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The sped teacher in a session did not seem fully involved with the group process except to ask a few clarifying questions. How can we involve her and use her special skill set?

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The sped teacher in a session did not seem fully involved with the group process except to ask a few clarifying questions. How can we involve her and use her special skill set?

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Facilitator had great wait time after asking questions. She was not afraid of silence.

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Facilitator had great wait time after asking questions. She was not afraid of silence.

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Do sped teachers have access to Stride Arcade? If not, can they get it?

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Do sped teachers have access to Stride Arcade? If not, can they get it?

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What to do when teachers don't come prepared to a meeting (some said they didn't have time or didn't know they were supposed to bring student work to share)

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What to do when teachers don't come prepared to a meeting (some said they didn't have time or didn't know they were supposed to bring student work to share)

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The group and the ELD/ED Spec were struggling to figure out how the CFA works for them. Their caseload is not the same students as the GE teachers in the group.  They did discuss the things those specialists could do to benefit students, such as strategy sharing, scaffolding, etc. 

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The group and the ELD/ED Spec were struggling to figure out how the CFA works for them. Their caseload is not the same students as the GE teachers in the group.  They did discuss the things those specialists could do to benefit students, such as strategy sharing, scaffolding, etc. 

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The facilitator was doing a great job showing where things are housed and even purchased and adapted a wonderful program for collecting and sharing data.  She even referenced Mattos and RTI when discussing critical question 3 and 4 and the group was on board with sharing students. Teachers knew where to go, what they were doing in the meeting and what they were doing at future meeting.

# data[].attributes.subject
The facilitator was doing a great job showing where things are housed and even purchased and adapted a wonderful program for collecting and sharing data.  She even referenced Mattos and RTI when discussing critical question 3 and 4 and the group was on board with sharing students. Teachers knew where to go, what they were doing in the meeting and what they were doing at future meeting.

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How to come to a decision when there are very different teaching philosophies amongst the team.

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How to come to a decision when there are very different teaching philosophies amongst the team.

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Revisit fist for five when there is a conflict in ideas

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Revisit fist for five when there is a conflict in ideas

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The facilitator is sharing summaries of ideas they get from PDs and how it applies to their team.

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The facilitator is sharing summaries of ideas they get from PDs and how it applies to their team.

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Giving each teacher a specific task on a slide to get more completed.

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Giving each teacher a specific task on a slide to get more completed.

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Ensuring that all voices are heard. Some PLCs tend to have louder voices than others.

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Ensuring that all voices are heard. Some PLCs tend to have louder voices than others.

# data[].attributes.headline
Modeling of how to handle various conflicts/issues that arise.

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Modeling of how to handle various conflicts/issues that arise.

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How to make student sharing feel manageable 

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How to make student sharing feel manageable 

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Do PLCs have to use the essential standards chart from Mike Mattos?

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Do PLCs have to use the essential standards chart from Mike Mattos?

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Supporting shared workload, versus the PLC facilitator doing the most work on things like rubric creation, CFA creation, etc

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Supporting shared workload, versus the PLC facilitator doing the most work on things like rubric creation, CFA creation, etc

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Sharing different strategies and sharing throughout the week via skype of what is working well

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Sharing different strategies and sharing throughout the week via skype of what is working well

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Facilitator holding all teachers accountable to contributing to the conversation

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Facilitator holding all teachers accountable to contributing to the conversation

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Teachers sharing and looking at actual student work samples of writing and reflecting on what they noticed

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Teachers sharing and looking at actual student work samples of writing and reflecting on what they noticed

# data[].attributes.headline
Maybe some specific examples around how to make student sharing work- how would it look?

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Maybe some specific examples around how to make student sharing work- how would it look?

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Is it OK to be on different tracks within the same PLC group?

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Is it OK to be on different tracks within the same PLC group?

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How does writing need to play a part in choosing the essential standards?

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How does writing need to play a part in choosing the essential standards?

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Focused on teacher voice and accountability 

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Focused on teacher voice and accountability 

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Teachers are active on the mics and webcams in 2/3 groups.