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-Believe in everyone's ability to be an activator.
-Establishing trust
-All students can learn
-On-going professional development

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know the difference between a facilitator and an activator

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-everyone can be an activator
-the role of an activator (and the time required to develop that role) is beneficial and has value

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-Know your standards
-Patience/Grace
-Flexibility
-Trusting the PLC/Group

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Seeing the "whole" in order to understand the structure. This training is essential

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Seeing the "whole" in order to understand the structure. This training is essential

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barriers
-resistance to change
-trainings are needed (whole staff, rather than singletons attending one at a time)
support
-after 2020-21 school year, everyone may be more willing to make changes and start fresh

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Shared responsibility

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The belief that anyone on the team could be the activator; mutual trust and respect.

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The belief that anyone on the team could be the activator; mutual trust and respect.

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1. Teachers need to realize their own ability to lead their team 2. "A high-functioning PLT doesn't happen by chance" 3. Belief and trust in their teammates

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Understand the role of activator and its responsibilities.  Rising to challenges while challenging others; the ability to be authentic.

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Understand the role of activator and its responsibilities.  Rising to challenges while challenging others; the ability to be authentic.

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An understanding of the difference between facilitation and activation

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Barriers: Ego, resistance to change, complacency 

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Barriers: Ego, resistance to change, complacency 

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Understanding that an activator is a full member and active participant of the team

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A belief that supports will be in place at the team and leadership level to continue PLC+ work in the building

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Support: Leadership/Administration

Barrier: Reluctance to accept a leadership role in a team, lack of leadership training, expectation to learn and implement the PLC+ process at the same time

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Building trust.
Anyone can be an activator

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Ability to facilitate and guide the group. Taking the time to get to know teammates to know strengths/weaknesses. View PLT team as equal in responsibilities.

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Believe that the process has a purpose- including pretests. The ability to let go and share leading the group.

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Understanding Depth and level of questioning needed to move work forward. Content knowledge and pedagogy.

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Support: PLC+ playbook, leadership support. Barrier: unwillingness to try new things

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More engaging PLCs- increased teacher engagement during PLCs.

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Everyone in your PLT having turn to be activator

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This would be a teacher who is excited about the learning,
believes all students can learn and be willing to make it happen.

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The belief that all students can learn. Activators need to keep teams focused on the topic and the planning during PLTs. Focus on adult actions.

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Giving our teachers the opportunity to really participate in a training like the PLC+ book study would help open conversations and create activators.

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A diverse PLT could lead to a variety of knowledge and expertise. One barrier might be the different ages and experiences of the teachers- more comfortable with technology and doing something new. Everyone should get the training, not just the activator.

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Activators don't need to hold any position in the building. They need to be a part of the conversation and know when to refocus the conversation.

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Everyone gets a chance to be an activator.

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Anyone can be an activator, not just administrators. It doesn't have to be the same person as activator.

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All people need to understand that the role of activator can be extended to anyone.

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Not being willing to hear or give voice to participants.