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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- it's messy.
Aspire: Helping PLTs know if they do this work it will impact outcomes for all students.

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Assumptions: teachers share the same goals Agree: we need protocols Argue: time has been an issue Aspire: PLCs address learning gaps from Remote Learning time

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Assumptions:  all teachers believe that the time spent on recalibrating themselves to the standards is needed
Agree: a learning progression document is key as is attention to high quality evidenced based instruction
Argue:  the art and science of teaching...with EL do teachers in our district have opportunity to forge their path?
Aspire: help teams build the trust required to admit to gaps in knowledge with one another

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Assumptions: That teachers understand language functions and skills embedded in the standards, and can translate those to learning intentions/targets. This is a difficult and unfamiliar skill for most of our teachers.
Agree: We do not differentiate what we expect students to do! We hold the same, high expectations for all students. What we do differentiate are the scaffolds that students need to reach these goals.
Argue: Nothing. This chapter affirms MY WHOLE PURPOSE IN LIFE!
Aspire To: Revisiting standards is an important calibrating activity. Agree! We can definitely start to 'slip' away from standards if we don't revisit them every so often.

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Assumptions:Follow a protocol for unpacking and analyzing standards.
Agree: that we must ground ourselves in a collective process
Argue: that teachers will fully understand the how when developing the language intentions.
Aspire: provide support for teachers to design experiences with equity in action.

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Assumptions: Teachers understand the complexity of the standards.
Teachers have high expectations (high is an unknown) for all students.
Agree: PLC's should be focused on the end point - which is analysis and response to student learning- NOT lesson design.
Argue: Lesson design is not a goal - because some teachers need to begin there and PLC time is a good time to have these discussions.  I don't like mandated lesson plans, but some people really need that BEFORE they can move forward.
Aspire: I hope the PLTs in my department can complete this work together. I am excited for the possibilities this year. The new curriculum (and remote learning) have reinforced the need for a great PLT.

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Assumptions: The author assumes that team members hold the same expectations for all students and provide equal and equitable opportunities for the success of all students.

Agree: I agree with the statement the author makes on page 41 which states, "Safeguarding this right begins with establishing clear expectations which are not dependent on learners' demographic or background characteristics."

Argue: I would argue that for some students having three learning intentions presented each day could be overwhelming.

Aspire: I aspire to do all of these things with my PLT for the beginning of the 2020-2021 school year and then throughout the year. Like someone had mentioned earlier, my PLT will be new as well and it will help us to ensure we're all grounded in the foundation of ELA for our grade level.

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Assumption: That teams have the time and will to engage in this type of work.
Agree: Learning intentions should include content, language, and SEL goals.
Aspire: Developing resources/protocols to better lead planning to include AL and SEL goals AND to include a more detailed look at a learning progression (move beyond nouns and verbs).
Argue:  I'm not sure that hearing learning intentions/success criteria up front is right for mathematics.  I understand that there is research to support, but sometimes this practice removes the sense making that students must do in order to be successful in math.  I'm pondering how to share learning targets/success criteria in a way that to dot remove sense-making for students.

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Assumptions: All teachers begin with the end in mind; also SWBAT
Agree: All students need to learn. (p.32) ensuring that teachers know what they are teach. If they (teachers) then how they know students are learning it.
Argue: social learning intention- how teachers should embed it in their daily work.
Aspire: Teachers are making the daily connection to the learning. Teachers must be intentional with this process.

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Assumptions:

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Assumption: the author assumes that all teachers will come to the table ready to complete this work confidently.
Agree: the process of breaking down each standard as new reflections can be uncovered.
Argue: we don't always have enough time to accomplish some of these tasks during our PLT's.
Aspire: to have teacher begin to create Content/Language/Social learning intentions.  I LOVE the word "intention!"

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1. We are already familiar with PLC and how to pace, and map curriculum.
2.The Rigor level should remain Constant.
3. Teachers will have to develop trust within the team inorder to move to clarity of "Where are we going?"
4. Getting teachers to become comfortable so we can move from the "me" to the "we"- taechers/students

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This is not exactly answering the question, but it's how I viewed this chapter in order to think about next steps for my role in impacting change.
Assumptions:
Teachers make assumptions that they are "unpacking standards" by reading them and discussing them during PLTs. The authors were present a very specific practice for teachers to actually engage in this practice.
I agree that this collaborative routine would not only deepen professional understanding of "where we are going" but also how to get there.
I would argue ???
I aspire to become a leader who is able to build capacity as teams utilize these protocols and do the work that is outlined.

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Assumptions: that all buildings are receptive/committed to the work of PLC+ and will allow space/time to walk this journey with intention

I agree that a focus on equity, a move to action, high expectations for ALL Ss, and individual/collective efficacy are the meat of PLCs and improved outcomes (for Ts and Ss)

I'd argue that we (educators and  a system) need to start right out of the gate with the expectation/implementation of the PLC+ framework to see the needed changes come to fruition

I aspire to the iterative nature of PLC+ coming to life in schools

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Deborah -Assumption is that teachers have involvement in PLCs

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Deborah -Assumption is that teachers have involvement in PLCs

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Assumption: Teachers actually know what to do to get there.
Agree: Teachers need clarity and students need to know where their learning is headed every day.
Argue: It isn't always easy to get everyone in the PLC to look through an equitable lens around student needs
Aspire: Support PLCs with developing learning intentions

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Deborah - AgreeThe structure to begin looking at a more student oriented process

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Deborah - AgreeThe structure to begin looking at a more student oriented process

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That there is space and time created for thoroughly breaking down standards.

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The value that is placed on being clear and deeply understanding the standards. There is often activities that are created and then standards that are used to justify the activity. Letting the standard be your guiding light.

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Teachers want all students to meet learning goals.

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Marilyn:         Assumptions: there is already trust & collective efficacy in the PLT; that everyone understands the standards and can engage in conversations shared in the text                  Agree: there should be a common agreed upon content/language/social learning  intention(s) for students, but 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:for PLTs using these questions when planning their units/quarters     

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Marilyn:         Assumptions: there is already trust & collective efficacy in the PLT; that everyone understands the standards and can engage in conversations shared in the text                  Agree: there should be a common agreed upon content/language/social learning  intention(s) for students, but 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:for PLTs using these questions when planning their units/quarters     

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Agree:
All students the PLC + serves need to learn at high levels, not by chance, but by design.

Argue/pause/ponder:
Learning isn't linear, and while teachers need to determine the sequence of instruction as they best see it, students may learn it in a different order.

Assumptions:
That all teachers want to participate in a PLT, who aspire to be a part of a PLT..

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There are so many things from this chapter that I aspire to do with my team and PLCs. My hope is for them to make it a regular norm that they are completing many of these practices.

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Teachers have the time and support to engage in the constant data review and collaboration needed for ALL students to be successful.

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Deborah - Aspire to:  The concept of moving toward teacher and student development of success criteria. Increased clarity and emphasis on SUCCESS!

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Deborah - Aspire to:  The concept of moving toward teacher and student development of success criteria. Increased clarity and emphasis on SUCCESS!