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El. knyga: Leading PLCs at Work(R) Districtwide

  • Formatas: 168 pages
  • Išleidimo metai: 25-Jan-2021
  • Leidėjas: Solution Tree Press
  • Kalba: eng
  • ISBN-13: 9781949539721
  • Formatas: 168 pages
  • Išleidimo metai: 25-Jan-2021
  • Leidėjas: Solution Tree Press
  • Kalba: eng
  • ISBN-13: 9781949539721

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Ensure your school district is doing the right work, the right way, for the right reasons. With this resource as your guide, you will learn how to align the work of every PLC team districtwide—from the boardroom to the classroom. Each chapter focuses on one of four types of teams and provides practices and tools for working together to foster a districtwide culture of continuous improvement.

Use this resource to align your district’s work in a top-down, bottom-up cyclical process:

  • Learn the leadership role the district office plays in supporting successful PLC at Work implementation and school-improvement efforts.
  • Observe how collaborative teams at every level align their work districtwide to ensure high levels of learning in professional learning communities.
  • Study real-life examples and artifacts of best practices in action.
  • Receive protocols and templates, such as the Team Analysis of Common Assessment (TACA) form, to move student learning forward.
  • Review a process for establishing a guaranteed and viable curriculum, and discover strategies for analyzing student learning and making data-informed decisions.

Contents:
Introduction
Chapter 1: Starting at the Top—The School Board and the Superintendent Team
Chapter 2: Setting the Stage—The District-Level and Principal Teams
Chapter 3: Effective Leadership Matters—The School-Level Principal and Grade-Level or Content Team Leaders
Chapter 4: The Key to Improving Learning—Grade Level and Content Teams
Chapter 5: Imagine This School District

About the Authors xi
Introduction 1(12)
Basic Assumptions About Aligning the Work of Teams Districtwide
1(6)
Assumption One: Superintendent Leadership Matters--a Lot!
2(2)
Assumption Two: Leaders Must Connect to the Why
4(1)
Assumption Three: Clarity Precedes Competence
5(1)
Assumption Four: Team Work Is Aligned Within a Simultaneous Loose and Tight Culture
5(1)
Assumption Five: Leaders Support Teams Through Reciprocal Accountability
6(1)
Assumption Six: Leaders Monitor and Celebrate the Work of Teams
6(1)
The Right Work, the Right Way, for the Right Reasons
7(1)
A Cyclical Process
8(1)
The School Board and Superintendent Team
8(1)
The District Leadership Team
8(1)
The Building Leadership Team
9(1)
Teacher Collaborative Teams
9(1)
Data Flow
9(1)
About This Book
9(2)
White River School District
11(1)
Conclusion
12(1)
Chapter 1 Starting at the Top: The School Board and Superintendent Team
13(36)
Focus on the Why: Building Shared Knowledge
14(2)
Engage in Collaborative Teaming: The Engine That Drives White River
16(1)
Emphasize Expectations and Requirements
17(12)
Direction and Clarity From the Top--Goals
18(1)
Loose-Tight Leadership
19(1)
Process for Establishing SMART Goals
20(1)
Expectations for Team Meetings
21(1)
The TACA Process
22(7)
Develop a Written Plan
29(13)
From Hoping to Planning
29(1)
The Districtwide Planning Process
30(1)
The District Calendar
31(1)
The District Planner
32(10)
Scale the Work
42(4)
Conclusion
46(3)
Chapter 2 Setting the Stage: District Leadership Team
49(24)
Principals Must Be District Leaders
51(1)
Principals Must Communicate an Accurate and Compelling Why and How
52(4)
The Why
52(2)
The How
54(1)
Connecting the Why and How
55(1)
Principals Must Know the Work Deeply
56(4)
Principals Must Plan, Monitor, and Support Professional Development
60(2)
Include Teacher Leaders: The Building Learning Coordinator
62(3)
Drill Deeper With Focused Teamwork
65(2)
Focus on Principal Leadership
67(2)
Celebrate Successes Along the Journey
69(2)
Conclusion
71(2)
Chapter 3 Leading the Work at the School Level: The Building Leadership Team
73(18)
Create Layers of Leadership
74(3)
Participate in Team Leader Training
77(5)
Lead the Learning
82(1)
Establish Clarity About the Work
83(1)
Monitor Team Progress Toward Goals
84(2)
Build a Healthy Culture
86(2)
Engage in Cycles of Collective Inquiry and Action Research
88(2)
Unwrapping Standards
88(1)
Setting SMART Goals
89(1)
Conclusion
90(1)
Chapter 4 Improving the Learning: Teacher Collaborative Teams
91(46)
Focus on Controllable Variables
93(13)
Create a Caring and Encouraging Classroom Environment
94(1)
Build a Guaranteed and Viable Curriculum
94(1)
Determine SMART Goals
95(1)
Use Effective, Research-Based, and Affirmed Instructional Strategies
96(1)
Frequently Monitor and Analyze Evidence of Student Learning
97(3)
Monitor and Give Feedback on Products and Artifacts
100(1)
Provide Additional Time, Support, and Extension for Learning
101(3)
Frequently Recognize and Celebrate Accomplishments
104(2)
How Collaborative Teams Function
106(12)
The Role of the Team Leader
106(1)
The Collaborative Team Meeting Process
107(1)
The Unit Plan Skeleton
108(10)
Tools for Team Planning
118(8)
A Platform for Transparent Collaboration
118(4)
Monthly Planning Tool
122(1)
District-Developed Resources for Unit Planning
123(3)
Singletons and Collaborative Work
126(8)
Conclusion
134(3)
Chapter 5 Envisioning an Aligned District
137(4)
References and Resources 141(4)
Index 145