# data[].attributes.body
A PLC does make content applicable to every day experiences. It does not focus on what we are going to be doing over the weekend.

# data[].attributes.body
A PLC presents a clear goal with benefits from learning about the particular topic. A PLC is not a place to gripe about the students and their lack of motivation.

# data[].attributes.body
Content in a PLC discusses features of the tool being presented, focuses on their current level of familiarity, and zooms in on real challenges that teachers are experiencing. It should be a way to help teachers in some aspect of teaching or presenting in their classroom. The content is not focused on one specific grade or subject area while trying to meet the needs of everyone.

# data[].attributes.body
Coherence is making connections between experiences. It is not building on a foundation that has not been laid yet.

# data[].attributes.body
PLC is getting the staff involved in what is being presented and allowing them to try their hand at it with an expert there. It is not a presenter talking the whole time and expecting people to just get something out of it.

# data[].attributes.body
A PLC is a place to get useful, immediate, and actionable tools to use in the classroom. It is not a place that presents more work than its worth and is unattainable in the classroom.

# data[].attributes.body
A PLC will speak on a topic a teacher will be able to benefit from. A PLC will not talk about a topic that is not relevant to the teaching and learning process.

# data[].attributes.body
The purpose of a plc will be stated in the introductory so all participating will know what will be discussed. The purpose of a plc will not be left to chance.

# data[].attributes.body
The content of a plc is something all teachers in the building can benefit from. It will have valuable takeaways and platforms that teachers can immediately incorporate in the classroom. The content will not be specific for only one topic. It won't only include platforms and activates that are unobtainable for the presenters only.

# data[].attributes.body
The coherence of a PLC will keep the attention of the audience. The topics spoken on will be grouped together and have reasonable loads of information. Coherence is not touching on several different topics in one presentation.

# data[].attributes.body
PLC's are engaging to all those who participate. PLC's do not only have a speaker presenter while the audience listens.

# data[].attributes.body
PLC's have immediate application uses. They do not include things teachers can't use with their students

# data[].attributes.body
PLC was never directly relevant.

# data[].attributes.body
We got to utilize the information firsthand which helped.

# data[].attributes.body
Make it interesting and something that others can be interactive with and want to learn about.
Don't talk at the learners, as well as be the only one talking.

# data[].attributes.body
PLCs should have what they are teaching to applicable to the teachers in some way or fashion.
PLCs should not be useless information that is a total time waster.

# data[].attributes.body
PLCs should have a clear order for the understanding.

PLCs should not bounce around topics so quickly it is difficult to understand what is being talked about.

# data[].attributes.body
PLCs should have relevant content that is meaningful to the learners.

PLCs should not be spent giving meaningless or un-useful information that is not relevant to the needs of those in attendance.

# data[].attributes.body
PLCs should have a clear and measurable goal, or reason.

PLCs should leave people scratching their head, wondering what they are suppose to be learning about.

# data[].attributes.body
PLCs should be relevant to the teachers, building, district, etc.

PLCs should not be a random idea or something that has nothing applicable to the teachers, i.e. chemistry lesson for a group of 4th grade ELA teachers.

# data[].attributes.body
It should be about what will be focused on dealing with your school, district, teachers, and students.

It is not about complaining about things and what we want to eat for lunch.

# data[].attributes.body
The purpose should be clearly understood by everyone.
The purpose should not feel like no one understands what we are meeting about.

# data[].attributes.body
The content should be useful.
It should not be random.

# data[].attributes.body
It should be related to previous experiences.
It should not be something that no one seems to be familiar with at all.

# data[].attributes.body
People should feel like they are actively part of it.
It should not be where people are about to fall asleep.

# data[].attributes.body
It should be ready to apply for a purpose and be useful.
It shouldn’t be something that can’t be applied or not useful.

# data[].attributes.body
It is focused on the teacher's craft and how to develop that craft.

It is not blanket information given as a whole group when it does not apply to all in the group.

# data[].attributes.body
The purpose is directly understood and clearly relayed through the PLC.

The PLC is vague and leaves people confused.

# data[].attributes.body
Coherence makes everything relevant and is pieced together.

It does not come out of order or seems to be irrelevant information.

# data[].attributes.body
PLC involves all members and allows them to participate.

It does not involve just the speaker regurgitating information.

# data[].attributes.body
People leave the PLC aware of how to apply the information to transform their teaching.

It isn't information that teachers will stick on a shelf unaware of how to implement the strategies.

# data[].attributes.body
PLC will cover current issues in the classroom and ideas to improve upon

# data[].attributes.body
To collaborate and get new ideas from colleagues

# data[].attributes.body
Discusses topics relevant to what is currently being taught in the classroom and what is upcoming

# data[].attributes.body
Everything being discussed gels together and makes sense

# data[].attributes.body
All members of the PLC are part of the discussions and are heard

# data[].attributes.body
Teachers have new knowledge and tools to take back to implement within their own classrooms

# data[].attributes.headline
PLC subjects are supposed to be relevant to the needs of the group

# data[].attributes.subject
PLC subjects are supposed to be relevant to the needs of the group

# data[].attributes.headline
Every member should be actively engaged in the learning process as an adult learning team.

# data[].attributes.subject
Every member should be actively engaged in the learning process as an adult learning team.

# data[].attributes.body
PLCs should be relevant to each group of teachers involved not to just one group.

# data[].attributes.body
There should be direct purpose for any PLC. It should be changed if it something is not relevant to one group. This just means have a different PLC topic

# data[].attributes.body
Content should be useful and flexible. If all we are getting is data and not methods of use or fixes, then we are staring at a screen.

# data[].attributes.body
Something’s need to be explained in great detail and something’s need to be concise and to the point. If everything is a wall of text most will interest. But if something of interest or importance is not explained it will have the same effect. Know what to explain and what to let others explore.

# data[].attributes.body
Allowing others to explore is what will make them engaged. Teachers who sit and do nothing will do that. Watch close and see what your audience is doing and if you need an on the fly activity have a backup.

# data[].attributes.body
Ask questions and see if it application is possible for teachers. We apply things we understand thoroughly and sometimes want to experiment with.

# data[].attributes.headline
A good PLC shows how what they are teaching can be applied to a variety of classrooms and subjects.  It is NOT full of meaningless activities used to take up time.

# data[].attributes.subject
A good PLC shows how what they are teaching can be applied to a variety of classrooms and subjects.  It is NOT full of meaningless activities used to take up time.

# data[].attributes.headline
A good PLC clearly indicates the purpose of the material they are teaching.  It is NOT quickly thrown together with no thought.

# data[].attributes.subject
A good PLC clearly indicates the purpose of the material they are teaching.  It is NOT quickly thrown together with no thought.

# data[].attributes.headline
A good PLC gives useful content for teachers to take back to their schools an easily implement as well as share with their coworkers.  It is NOT a lecture without hands on material that can be taken back.

# data[].attributes.subject
A good PLC gives useful content for teachers to take back to their schools an easily implement as well as share with their coworkers.  It is NOT a lecture without hands on material that can be taken back.

# data[].attributes.headline
A good PLC is one that connects one piece of information with the next and builds on for good flow.  It is NOT chunks that don't have anything in common

# data[].attributes.subject
A good PLC is one that connects one piece of information with the next and builds on for good flow.  It is NOT chunks that don't have anything in common

# data[].attributes.headline
A good PLC is one that has a variety of activities that are all connected to the topic to keep the listeners and participants involved.  It is NOT constant lecture and reading from a powerpoint presentation. 

# data[].attributes.subject
A good PLC is one that has a variety of activities that are all connected to the topic to keep the listeners and participants involved.  It is NOT constant lecture and reading from a powerpoint presentation. 

# data[].attributes.headline
A good PLC is one that gives practical ways teachers can use the information in their classroom - specifically in various grade levels and subjects. It is NOT a printed power point presentation that most teachers won't ever look at again.

# data[].attributes.subject
A good PLC is one that gives practical ways teachers can use the information in their classroom - specifically in various grade levels and subjects. It is NOT a printed power point presentation that most teachers won't ever look at again.

# data[].attributes.body
A PLC will give teachers ideas that are relevant to their classroom

# data[].attributes.body
A PLC is a time to collaborate with teachers on how to improve in the classroom and get ideas on how to engage the students.

# data[].attributes.body
The content should focus on what teachers can use and how to use it.

# data[].attributes.body
The PLC should stay focus on the goal of the PLC.

# data[].attributes.body
PLCs should be interactive and give the teachers a chance to explore the tools.

# data[].attributes.body
The topic of PLCs should be ones that can be applied right away.

# data[].attributes.body
Good: PLC was about the coming week
Not so Good: Just reviewing exactly what we have gone over every other PLC

# data[].attributes.body
Good: Informing Teachers about upcoming dates
Not so Good: To tell teachers that they need to be on duty

# data[].attributes.body
Good: Asking about upcoming testing

# data[].attributes.body
Not so good: when I have left a PLC and ask "what was that even about" or "This could have been an email"

# data[].attributes.body
Not so Good: Academic coach drones on and on about data.

# data[].attributes.body
Not so Good: when there is basically nothing discussed and we basically have a PLC just to say that we did.

# data[].attributes.body
PRO--focus on the most recent data, learning task, or high stakes class material
CON--rehash of material that is not current, related to the team or pacing guide content standard, or relevant to reteaching or remediation of students
SL

# data[].attributes.body
PRO--discussion or action items around the end goal of our work with a tool or data set as well as dscussion about how we can better meet the needs of our students with our tools and content
CON--focus or webinar viewing that is "required", but not directly supportive of our right-now content or pacing guide goals

# data[].attributes.body
PRO--"learning sessions" where teachers explore content, tools, or learning strategies together so they can use the item during class
CON--centering the main work of the PLC on content, tools, or learning strategies that the group, district content leader, or school has already deemed ineffective, too costly, or not in keeping with our main student deficit areas

# data[].attributes.body
PRO--learning meetings that take educators deeper in how to use a platform or how to use one "opener" part of a tool and connect it to a more advanced feature of the tool
CON--specialized meetings that do not consider the educator's needs or classroom experience, but are required for district or organizational compliance

# data[].attributes.body
PRO--meetings that allow for teacher to teacher collaboration and sharing as well as teacher and admin discussions around the information teachers mined/discovered/shared prior
CON--"canned" presentations or meetings that are book studies where teachers are simply physically together, but there is no substantive communication or sharing/collaboration

# data[].attributes.body
PRO--meetings with educators sharing their experience with a tool or idea or learning strategy and discussion on what we should or should not do to not fall into the same pitfalls
CON--good information presented way too early, so by the time the information, tool or platform is needed we educators have forgotten what we learned