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3. How do we keep conversations focused on the 3 big questions (expectations, activities, actions, etc.)?

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3. How do we keep conversations focused on the 3 big questions (expectations, activities, actions, etc.)?

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3. How do we keep conversations focused on the 3 big questions (expectations, activities, actions, etc.)?

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3. How do we keep conversations focused on the 3 big questions (expectations, activities, actions, etc.)?

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3. How do we keep conversations focused on the 3 big questions (expectations, activities, actions, etc.)?

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3. How do we keep conversations focused on the 3 big questions (expectations, activities, actions, etc.)?

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1. What types of teams do you have in your campus/district?

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1. What types of teams do you have in your campus/district?

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2. How does each team structure change the types of conversations we have?

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2. How does each team structure change the types of conversations we have?

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PLC Team Collaboration & The 3 Big Ideas of a PLC

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PLC Team Collaboration & The 3 Big Ideas of a PLC

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Directions: During your team debrief, reflect on current team structures and ways that those structures impact the work our PLCs do. Use this space to share and collaborate on specific ways your teams currently align their work to the 3 Big PLC ideas.

Artifacts can be shared here: Pictures, Agendas, Checklists, etc.

Note: To respond to a question, click on the [+] Plus sign on that column, type your response, attach any artifacts you're able to share. Be sure to title the post with your Team # (See Example Below)

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Grade Level Teams

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Each group has a different function. For example, grade level teachers the discussion is around alignment, resources and delivery. Lead teachers involves discussion around supporting staff that is struggling and campus needs based on observations. Content teacher discussions is driven by data talks.

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Grade level, lead teachers and content teachers

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* Grade level meetings (weekly)
* Vertical team meetings (every 3 weeks)
* Curriculum meetings by content - all together

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The conversations are anchored on special populations, model the delivery of lessons, etc.

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* Grade level structure are more sharing of information (housekeeping, upcoming events)
* Vertical meeting structure is more content and instructional based conversations (alignment)

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Our activities need to be more deliberate to foster a culture of collaboration.

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*Continuous review/monitoring of student data
*Continuous conversations of expectations

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Data talks, action plans and revisiting the conversations and progress monitoring discussions

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*Giving everyone a voice/place at the "table"
*Holding everyone accountable to learn and grow

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*Continuously reviewing student expecatations, student engagement, and data