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What does this look like for related arts teachers who may be the only one teaching a course?

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I also wonder what this looks like for the special education department? Can we find a way to use our ideas and strengths together to create norms, expectations, lessons, etc as a whole? This way we do not always feel like an island off on our own.

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I also wonder what this looks like for the special education department? Can we find a way to use our ideas and strengths together to create norms, expectations, lessons, etc as a whole? This way we do not always feel like an island off on our own.

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I noticed how PLCs are thought about as a school-wide or district effort, much more than a meeting, and how the collaborative teams or content levels are considered building blocks of the PLC. I also noticed how a collaborative effort is essential to systemic change for all students, not just within the classrooms of the collaborative teams. 

# data[].attributes.subject
I noticed how PLCs are thought about as a school-wide or district effort, much more than a meeting, and how the collaborative teams or content levels are considered building blocks of the PLC. I also noticed how a collaborative effort is essential to systemic change for all students, not just within the classrooms of the collaborative teams. 

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I noticed how the conversation came seamlessly for the PLC. I think that in order for this to happen the meetings have to be consistent. I think meeting every week as a PLC will be beneficial for our school.

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I wonder what this will look like the first few weeks of school as we are getting to know each other and our students.

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I wonder if I will need to attend ELA and Math PLCs on Tuesday? Is it possible to attend both, or will we need to pick one?

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I noticed how the teachers wanted to work together and created a way to do that effectively. The collaboration was beneficial for teachers of all experience levels.

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I wonder if we can include SPED with our PLC's for our IEP/504 students.

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A PLC is not a meeting "to have a meeting." It's not a checklist. It is the "process to help teachers collaborate and share ideas about how to better reach all students" (I Love Public Schools, 2017). I really like that definition because while one teacher may not understand how to reach a lower level, another may have a great strategy. PLCs is a great opportunity that is not usually provided. We can share data and ask for strategies on how to reach the struggling students; that time can also be used to plan for students that are bored (exceeding the lesson).

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I wonder if the PLC's for 8th grade English and Math will combine once a month for SPED inclusion discussions. 

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I wonder if the PLC's for 8th grade English and Math will combine once a month for SPED inclusion discussions. 

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I noticed that the teachers were well prepared for the PLC meeting.  They gave each other time to speak and respond to others.  Each teacher listened attentively to their colleagues. Utilizing collaborative PLC's will provide the opportunity to share best practices and create essential change for our students while creating an instructional family within the school.

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I noticed that the teachers were well prepared for the PLC meeting.  They gave each other time to speak and respond to others.  Each teacher listened attentively to their colleagues. Utilizing collaborative PLC's will provide the opportunity to share best practices and create essential change for our students while creating an instructional family within the school.

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I noticed the teachers in the Sioux PLC the teachers relied on their strengths and were open for growth. This willingness to be flexible is essential for growth. They also show vulnerabilty by being honest about what students are struggling with, but do not blame it on the student. This is something that can happen, especially in middle school, letting circumstances dictate success or not doing everything we can to reach a student.

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While I am primarily working with ELA teachers, I am wondering how I can support math PLC as an ESOL teacher, this is a subject our ML students can be highly successful in and grow acadmeic language skills at the same time with some vocab supports.

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In the PLC they talked about what they each taught and how their students performed, which can sometimes lead to a comparative mindset, "I'm ahead/did better" "I am behind/am struggling". Acknowledging that is ok and providing each other support instead of comparison can lead to a great PLC and growth for all

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I wonder if our PLCs are going to alternate between content area ones and cross-curricular ones within grade levels? Sometimes teachers of different content areas can provide each other with great tools and strategies that your content area team may have not thought about

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I noticed that teachers enjoyed being a part of a PLC. The shared sense of pride they each felt in working through the process and how they welcomed the opportunity to collaborate with each other. I did not notice any "egos" in the room, each professional was focused on the process and the community that they were building. Just like we expect from our students, we as professional educators, need to understand where we are in our own learning process and embrace the changes that we need to make. #PLC Life

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I wonder how we can utilize our ESE and ELL teachers to support the PLC process. The expertise they have can really be the difference in moving students (and the PLC) to greater heights as we all "climb the ladder" in our learning.

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I noticed that the PLC‘s are more than just a meeting. I think a lot of people think of PLC as just a meeting to meet, however, it is a tool to be able to look at data to be able to look at student progress, to look at how each teacher teaching the same grade level and the same subject might present the information differently, and how their student may be thriving And what can be done better and maybe some adjustments as far as instruction. I believe PLC‘s are very important if done properly and teachers want to work together as a cohesive group and not alone.

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I noticed that the teachers were prepared for their meeting. It was a real team approach, as all of them were actively engaged in the meeting. They had in-depth conversations about students, expectations, the work, and the standard. The teachers are very comfortable with each other and talk freely about ideas, thoughts, and perceptions. Effective PLCs can elevate teachers in their craft in addition to an increase in student achievement.

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I wonder how often ML and Sped support teachers can attend a PLC to offer ideas? I think their expertise can be invaluable.

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I noticed how effective collaboration among teachers in the PLC'S can be for students and teachers . It must happen for everyone involved to be able to experience growth and success. The preparation of the teachers was evident and they really seemed "on the same page."

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I'm also wondering what this looks like for related arts teachers who may be the only one teaching a course.

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PLC's are student oriented and should provide ideas, inspiration, and collaboration among classes to help students learn. This is a great opportunity to see what other teachers are doing and how we can tie it together for students to have a well rounded educational expierence.

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PLCs are larger than content area teachers. Implementing schoolwide norms/strategies for specific tasks would be amazing.

I also noticed the groups working towards a common goal, dividing tasks, and discussing data seamlessly.

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Could we have an MLL interventionist in the first few meetings to help us differentiate for our Spanish-speaking students? Or at least bounce ideas and try them as a subject team to see what the most effective strategy is.

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I noticed the teachers are using data from students to inform decisions. All 3 teachers are equally contributing and adding to the discussion which I appreciate. Often PLCs can turn into creating resources or dividing up who needs to do what, but this PLC really used student data to drive conversation and to decide what needs to be retaught/ where they can move on.

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I noticed that PLCs provide teachers with a space to reflect on our teaching and how that reflection helps to improve students' performance. In PLCs, it is necessary to prioritize and trust each other, making it a great tool to determine the strategies and opportunities we need to provide our students with in order for them to reach their goals.

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I wonder how we will use our different teaching styles to better meet the needs of all our students. :)

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In both PLC examples shown, the teachers were well prepared to discuss what was happening in their classrooms with their students. I also noticed that the Palmetto PLC was actively breaking down the assessment that they did to determine exactly where a breakdown in understanding happened. They looked at the quality of the question they asked and not the ability of the students and blaming them for getting it wrong. In both examples there was professional respect and genuine commitment to the greater good for their students.

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frequent and regular communication is crucial.

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frequent and regular communication is crucial.

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I noticed that the discussions were all student focused. How were the students performing? What did the data show? What were the barriers to learning and how will we proceed?

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I am thinking along the same lines as Brian. I wonder if we will be able to fit in PLC meetings for our grade level teaching teams. Planning with our teams can have a great impact on the support we provide our students in their executive function skills.

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From the article, I noticed that two key parts of PLCs are their ongoing collaboration and broad inclusion of educators. Yes, PLCs may be practically played out in smaller groups. However, the article shifted the focus on PLCs from a repetitive Monday morning meeting to a mindset of collaboration among the broader educator community. Additionally, I noticed the data-driven focus of the educators in the PLC meeting and the freedom with which they shared their collected data.

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I wonder what type of channels individual PLC teams may utilize to both share and learn from the broader PLC community in a practical and time-efficient manner.

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I noticed that a PLC focuses not only on student learning but teacher learning as well. We have an opportunity to contribute but also learn along with our students. The professional discourse provides teams and content area rich discussion and action items to grow us and our students.

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I wonder about the possibilities that are ours to discover with our students and in our content. As we focus on building our PLC teams we will find and explore our possibilities and turn them to action.

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I noticed how the teachers were able to hear each other out, allow feelings and frustrations to be heard, but then they moved along to a narrative that was "how are we going to move forward?". I appreciated that they were there for each other but were also productive in conversation.

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I wonder if PLCs will include special education teachers? I think it would be extremely valuable to have them be a part of content PLCs but understand they're pulled in a bunch of directions.

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I noticed that the teachers came prepared with current data in order to drive the discussion and determine next steps. Teachers stayed on topic and were open to others' ideas. The PLC was very student centered.

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I think the article referenced a glaring concern in education. The lack of consistency in language and the use of "terms" just to be using said terms. However, I feel that if everyone keeps their eyes on the prize (student success) and being thoughtful in how we approach analyzing student data to make decisions, the value of the consistent and ongoing conversations will be beneficial.

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I wonder what happened to that woman's foot. That looked painful! And also, those returning to Lakeview, how were PLC's used previously?

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How would this be useful in ISS?

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PLCs can be incredibly helpful and effective when they are intentional and focused on student work and data driven.

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I noticed that when a teacher shared something that didn't work, the other teachers jumped in with suggestions and troubleshooting tips. This shows that PLCs involve teachers supporting each other.

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I noticed how everyone was working together and were focused on solutions rather than problems. They were actually working during the PLCs rather than just meeting because they had to.

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I wonder how this process evolves. What does the PLC look like at the beginning of the year versus how it looks at the end?

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I noticed how the teachers collaborated with each other. They didn't always agree with everything, but listened to each other and worked together.

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I too wonder what this will look like for related arts teachers.

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I noticed that PLC is like a small support team, which gathers to talk about how their students are doing in class, not only about their performance, but also what has worked for others, and integrate that perspective in your own practice in order to help students achieve their goals.

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I wonder how does it look like for elective teacher, where there might be only one teacher. In my previous school I was also the only teacher teaching that course, so I have not had the opportunity to see a PLC that reflects on my content area, but in general business.

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I noticed how it directly stated that teacher learnng is critical component to the success of the mission of the PLC

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I can't think of a wonder at this moment.

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I wonder if the math PLCs could partner with related arts to reinforce the math concepts that we use everyday and are all around us...

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I noticed that data was driving instruction and planning.

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There were 3 points that I noticed that made me really think!

1. PLCs focus on and commit to the learning of each learner

2. are based on knowledge NOT opinion

3. assessed on results NOT assumptions

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I wonder when we will have access to student data and also what will our PLCs look like during the first few weeks.

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I can't think of a wonder at this time.

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I notice that effective PLC's utilize a collaborative approach. When professionals are a part of the learning, teaching, and creating process; they are able to create and implement a comprehensive program plan. Adaptability and openness to change is the key to elevating programs.

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I wonder if school counselors will be more involved in program planning this year.

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I notice that each teacher might be teaching the same standard but in a slightly different way in order to focus on their own individual students and the individual teacher’s style.

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I notice that each teacher might be teaching the same standard but in a slightly different way in order to focus on their own individual students and the individual teacher’s style.

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I wonder how/when the students see the teachers modeling working together. 

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I wonder how/when the students see the teachers modeling working together. 

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I noticed the teamwork and collaboration among shared team members to obtain goals to enhance student's education and share information, as well as evaluate and reflect on how to creatively improve student learning. Continually - refining and assessing. Builds stronger connections and relationships to team members and those involved.

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I noticed how all the teachers were not just talking to talk, but talking to really learn from one another and have a collaborative conversation.

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I wonder how our PLCs are going to be organized and structured. Also, I am wondering how often the PLCs will be changed up.

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I wonder how open other teachers will to be collaborating with related arts teachers to emphasize the relevance of core content through cross disciplinary learning opportunities in our related arts schedule...and how we might be able to find common time to make that happen together.

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I notice that optimal PLCs are responsive in nature. Reflecting on student progress and modifying instructional strategies as appropriate will bring about the BEST student outcomes.

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I noticed how everyone was respectful and everyone had an opportunity to share their ideas and thoughts. I also noticed that it's all about discussing where students are and where do we want them to be, and how are we going to get them there. The PLCs keep everyone on the same page and keep us accountable for student achievement.

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I wonder what the PLCs will look like at the start of school since we are just getting to know each other and our students

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I noticed that in the collaborative PLC overview video the teachers were struggling before because they were each in a different unit, and a different pace. When everyone unite and are on the same page, there is more opportunity to help each other and share ideas of how one teacher is going to present, etc. It feels like a team of professionals looking at ways to help each other help others.

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I wonder how I can support teachers during their PLC as an ESOL teacher.

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Love the collaboration over standards, skills, and using data to drive the discussions. It is important to be prepared with student work examples, reflection, and how to move forward. For me, collaboration is always about "how can I be better in my lesson, for my students". These teachers are discussing what they did, how it worked, how to improve. There are always ways to improve!

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I wonder how to incoroprate differentiated tasks for beginners and advanced kids when testing remains common 

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I wonder how to incoroprate differentiated tasks for beginners and advanced kids when testing remains common 

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We expect students within our classrooms to collaborate, grow together, ask each other questions, and achieve the common goal of mastering the standard/ learning targets. PLC's are an opportunity for staff to experience and model that expectation for students while creating powerful learning opportunities for students at the same time.

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I wonder if there are opportunities to shift PLC's into different groups throughout the year between grade levels and content so that multiple perspectives and experiences are included to help shape teaching strategies.

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I noticed that PLCs with their collaborative approach help in problem solving and lead to students' growth and great accomplishments 

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I noticed that PLCs with their collaborative approach help in problem solving and lead to students' growth and great accomplishments 

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I noticed that the team members seemed to work well together. They didn't agree on everything but were focused on the solution.

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I wonder if a PLC would be beneficial for related arts.

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I noticed how respectful each teacher was of the others' ideas. The collaboration was enhanced knowing each teacher was on the same page in regards to lesson planning and observing the highs and lows they're noticing in their testing data.

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I wonder if instructional aides will be required to attend PLC meetings, and if not, in what ways can I can best support my team in ways related to the PLC process.

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I noticed that during the PLC, each member of the team contributed data, challenges, suggestions, encouragement and knowledge. The meeting was focused, and the teachers came prepared with the specific student work or data being discussed. This is where true collaboration and team work takes place.

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I wonder what this would look like in the PE classes

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I wonder how I can be most valuable to my PLC as an elective teacher.

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I noticed how teachers used the data to start PLC. Based on the video, it shows that student data plays an important part in the meeting as it is the basis for analyzing students strengths and weaknesses, teachers tries to formulate various strategies that will address different areas where students struggles ensuring that instructional strategies will cater the needs of the students.

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I wonder if we can also consider implementing cross-integration across all subject areas in PLC to create a more cohesive and connected learning experience for the students instead of by just doing it per subject areas.

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I noticed the teachers in the PLC work well together. The teachers collaborate, and all three teachers (in the video) participated equally. The teachers bounced ideas around as to what works best for their students as a whole (in their department). The PLC reviewed data and discussed how to handle future assessments, and they discussed why they think many of their students didn't do well on the writing portion of the assessment.

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they can help improve student achievement by fostering a collaborative environment that promotes ongoing learning and professional growth:

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Per most of education, I noticed that ultimately, it is about improvement. The PLC is for similarly-minded educators to team up and become the best teachers, with the best curriculum possible, in order to impact the students in the best way possible. We can bounce ideas off each other and talk about went right and wrong during different classes.

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This mostly comes from practice with your specific group, but I'm curious on how they can shape and mold depnding on the types of educators in the PLC. If, for instance, all of the educators are younger, or introverted, etc. I'm curious how the shape of PLC adapts to the people in it.

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I wonder how the teachers in the PLC video handle the different rates of level learners. Teachers A and C had perfect attendance in their classes, and all of their students made a 70 or above; teacher B had several students out or not making an effort, so they fail. Do the teachers slow down to wait for teacher B to catch up in order to keep consistency in all of the PLC classrooms?

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I wonder how electives/related arts classes can actively participate in PLCs and support core subjects as they prepare for state testing?

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I noticed that PLCs are very specific-- I witnessed the team going over the exact worksheets their classes did that day. This is a distant concept for me, as I am the only Ag Science teacher in the building. It does inspire me to work more closely with the other middle school Ag Science teachers in the district to be more specific with the content we teach when we meet as a PLC. I think that would provide consistency throughout the district and ease-of-mind for each Ag Science teacher. -K. Martin

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I noticed how the teachers used student data to drive the conversation. It was very evident that all parties were focused and contributing key data to determine what the students needed more help with.

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I wonder how PLCs will evolve and change from the the beginning of the year on as we acquire student data?

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I wonder what this will look like for SpEd self contained classes that function fairly independently and have different expectations/goals than other classes. Excited to find out!

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I noticed that all of the teachers were actively engaged and willing to be vulnerable. This is essential for the effectiveness of the PLC. They were able to truly collaborate and problem solve using student data. I also noticed that each teacher was prepared for the PLC with data and ideas.

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As an inclusion teacher for math and ELA, I wonder how to participate most effectively in PLC's (alternate weeks, spend half of meeting time with each content area, etc.), or will math and ELA have different meeting times?

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I noticed that the PLCs used a lot of data to guide their conversation. They made sure to come back to the standards and learning targets. It's something I'm really excited to get to participate in because they were also able to bounce ideas off of each other for ways to help the students.

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I wonder what the piedmont middle group video was talking about when they talked about their different rooms. When do they have those different rooms is it during a time like Advisory or is it during a normal class time?

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In PLCs, teachers were exceptionally well-engaged for the PLC meeting, creating a cohesive environment where everyone could share what does and does not work in their classrooms. Each teacher was given ample time to speak and respond, ensuring attentive listening and mutual respect. By utilizing collaborative PLCs, we can exchange best practices and identify areas needing improvement, driving essential changes for our students. This process also helps to build a strong sense of instructional community within the school. This definitely is something I’d loved to be apart of instead of being told I’m wrong or not listened to like at my previous district. PLCs are formed so all parties involved are seen as equal which helps lead to the one common goal of it all: the betterment of our students.