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Assumptions:
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Argue:
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Assumptions: Teachers know what success criteria should look like for all students and standards
Agree: Teacher clarity is important
Argue: Authors make it look easier than it is - messy
Aspire to: Helping PLTs know that if they do this work it will impact outcomes for all students

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Assumptions: That all PLTs' dynamics are positive.
Agree:  Developing a clear understanding of what students are expected to articulate about their learning.
Argue: All learning must present multiple pathways for student success.  Equity with learning styles!
Aspire to:  Challenge my teachers to continue to strengthen their culturally responsive teaching.

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Assumptions: The example is a high functioning PLT, most of the plts I work with are not
Agree: This is an iterative process
Argue: It is very similar to backwards design
Aspire to: Be able to do this with all PLTs that I work with

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Assumptions: All PLCs are in the same building or grouped by same content area..
Agree: I agree with the questions that need to be asked on pg 39.
Argue I paused and thought about the "Divided learning intentions.  Not an argument, just a pause that it is much more than a posted objective on the board. How to help teachers understand is my task.
Aspire to: PLCs extending beyond content knowledge, and into pedagogical content knowledge, equity and facilitation.

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Assumption- All team members value (not just have knowledge) in PLCs
Agree- There is more to a PLC than discussing students in a random way on a certain day of the week.
Argue- It takes a lot of training and building of capacity to get all members comfortable with leading a PLC
Aspire to: Promote the use of "teacher clarity" in articulating why a particular lesson is chosen. It can't be because this is what "we have always done."

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Assumptions: PLTs will need support in unpacking standards
Agree: The importance of teacher clarity
Argue: I don't necessarily disagree but a concern when sharing this book throughout district is the comments about programmed instruction and its effect size.
Aspire to: Encourage teachers to share social learning intentions

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Assumptions: Total Committment
Agree:
Argue:
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Assumptions: I think the authors were making the assumptions that PLT are not engaged in the work of unpacking standards.
Agree: On page 41...Learning is a civil right
Argue: Do we have more than one activator role in a PLT?
Aspire to: I aspire to use the information from the chapter, especially the information around learning intentions.

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Assumptions: I think the author made the assumption that PLTs have the same standards to teach when some PLTs function as singletons.
Agree: I agree that by establishing consistent expectation for each student, teachers are creating an inclusive learning environment that provides equity for ALL students.
Argue:
Aspire: To include special education teachers in this unpacking standards process in order to support students in "where they are going"

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Assumptions-they all teachers understand how to scaffold and determine learning gaps
Idea of trust
Agree-four crosscutting values ( equity, high expectations, individual/collective efficacy & activism.
Argue-not opposed, but wondered about the idea of when do learning walks- do not need to see the same learning/task happening across the grade team.
Aspire-support teaches to make connections to "design thinking"-Begin with the End in Mind- and to EL curriculum of backwards planning

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Assumptions: PLT has already established trust among the group.
Agree: The idea that the pacing guide is merely a guide. Not a "all on the same page" each day.
Argue/Question: Really thought about how they broke down the learning intentions. Seems like this could be easily implemented with PLTs.
Aspire To: Analyzing and developing a clear learning progression.

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Assumptions: Pow and understand be able to do.
Agree: Teachers need clarity. a deep understanding about what to teach and why
Argue:
Aspire To: Develop the skills identified in chapter 5

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Assumptions: Perhaps that unpacking standards is an easy task for all teachers. Don't really see many assumptions.
Agree: I agreed with pretty much the entire chapter. It really validated our work and provided validation of my personal pedagogical practices making it easy to agree with. :)
Argue: No arguments here!
Aspire: Continue to message/communicate the information found within the text and model PLT+ Analyzing Standards Practices.

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Assumptions- the author assumes that team members value the PLC work that they are engaged in.
Agree- "In order to have equity, teachers have to have high expectations for all students."
Argue for the expectations are the same for all students however the way that each student gets there might be different.
Aspire to be able to build the value of language intentions within teaching and learning.

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Assumptions: Teachers schedules allow for adequate time to engage in PLC+ work
There are activators at each PLC+ to get the work done
Admin supports and values PLCs

Agree: on page 51 regarding 1 mistake PLCs make is the lack of attention to evidenced based instruction

Argue: If the effect size of programmed instruction is only .23 why are we emphasizing this in our district?  This book argues against it. (page 51)

Aspire: The idea of adding social learning intentions will support our SEL initiative

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Assumptions
-All school leaders value and understanding the purpose of PLCs.
-Teachers have flexibility and input at the school level to decision making around PLC structures
-Teachers want to work collaboratively

Agree
The need to revisit standards regularly to "recalibrate" expectations
Idea that we need to consider demands for students in content, language and social interactions
The learning progression needs to be outlined and can be different for different students
There is a need for teachers to have a level of consistency but also be provided the autonomy to support individual student needs
Argue (Makes me wonder)
If we provide autonomy for teachers in individual PLCs to have these discussions, how to we ensure equitable opportunties or develop consistencies across our large district

Aspire to
Encouraging teachers to not just look at the standards, but to have conversations around what skills are demanded by those standards and how that learning progression should be developed. Also, being clear about expectations across content, language and social interactions.

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Assumptions-PL needs to address beyond content
Agree; need to address culturally responsive teaching
Argue-not all teachers no what/how to teach
Aspire to have rigorous learning for all students

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Assumptions - that all schools have adequate time built into the week for PLTs to complete these types of standards dives
Agree - Always start with the end in mind!
Argue - Some PLTs are fractured which can make this process difficult
Aspire - To encourage PLTs to consistently "recalibrate" by revisiting the standards to be clear about the rigor around the standard

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Assumptions- That all staff has a good understanding of the purpose of PLTS, that the procedures are in place and the team know s how to engage in productive dialogue.  That everyone understands how equity and high expectations are embedded in their work.  That everyone take responsibility and believes they can make a difference.
I agree with enough training and coaching this can happen.
I am concerned that teachers will not see the benefits of using time to use the tools provided.
I aspire to introducing one tool at a time so teachers can learn from the experience that the tools are helpful.

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Assumptions: Time and function. Author uses a lot of examples in this chapter of a highly functioning PLT/PLC as well as having the gift of time to complete
Agree: SBTP on page 36 discusses steps and great practices such as selecting the specific standard for the specific content aligned with the pacing guide. As we all discuss the content of the standard and identify concepts as well as the skills in the standards/expectations.
Argue: Pacing guides are not always accurate or current/up to date. The chapter focuses a lot of using the pacing guide. There is some PLTs/ disciplines that do not have as solid of a pacing guide. Or that person may only be one person, and they rely on others similar in the district.
Aspire to: Always ensure that the learning extends beyond content knowledge really focusing on other lens such as equity.

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Assumptions- that teachers only teach one subject area and have adequate time to plan for that one subject area.
Agree-  that "where are we going" is a great launching point for PLC's
Argue- The authors make this process look pretty and it's not. Aspire- I aspire to try and extend my regional ECS PLT groups to be with my middle school teacher and high school teachers.

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Assumptions - teachers value collaboration and collective
Agree - Analyzing the standards/curriculum are an essential part of teaching
Argue - the teacher doesn't matter...they are all good if the PLC+ is strong (I know it is a goal.. I hope it can be!)
Aspire - to assist teams in considering language learning intentions & social learning intentions AND that it doesn't matter who teacher is on a team. :)

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Assumptions: That there is already trust & collective efficacy in the PLT; that teachers are solely teaching that subject, that everyone understands the standards and can engage in conversations shared in the text
Agree: That there should be a common agreed upon learning target(s) for students, but that teachers can make the instructional decisions best needed for their students.
Argue: Some PLTs now have an admin or IF facilitating their PLTs, which could be difficult for activators.
Aspire:To have PLTs using these questions when planning their units/quarters

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Assumptions - That function is based on credibility. That everyone is at the same level...
Agree - start with a purpose. Use your resources (standards). Be deliberate.
Argue- It isn't really as easy as it looks when written out in a couple of chapters.
Aspire - to start where they are, and continue with using the intentions in a deliberate way.