The Big Book of Tools for Collaborative Teams in a PLC at Work« (An explicitly structured guide for team learning and implementing collaborative PLC strategies)

• A ready-to-use toolkit for every PLC at Work® meeting. This explicitly structured guide gives collaborative teacher teams the tools, protocols, and templates needed to run productive team meetings and implement the PLC at Work process with clarity and consistency.
• Built on what actually sets PLC apart. Centers the differentiator that makes the process work: giving teachers real opportunities to study their practice together in recurring cycles of collective inquiry, action research, and shared results, backed by ready-made tools instead of more theory.
• From team norms to collective efficacy. Includes practical tools for building collaborative team culture and running effective meetings, and for strengthening collective efficacy, the shared belief that a team's collective action can improve student outcomes.
• Written by a veteran PLC practitioner and speaker. William M. Ferriter draws on years of hands-on experience supporting collaborative teams to give teacher teams tools they can put to use immediately, not abstract frameworks to interpret on their own.
• From Solution Tree, grounded in the PLC at Work process. Complements Learning by Doing and other PLC at Work resources with a hands-on tools companion for teams ready to move from PLC theory into productive team meetings.

Contents:
Acknowledgments
Table of Contents
About the Author
Introduction
Chapter 1: Strengthening the Collegial Practices of Learning Teams
Chapter 2: What Do We Want Students to Learn?
Chapter 3: How Will We Know Students Are Learning?
Chapter 4: How Will We Respond When Some Students Don't Learn?
Chapter 5: How Will We Extend the Learning for Students Who Are Already Proficient?
References
Index

William M. Ferriter is a sixth-grade science teacher in a professional learning community near Raleigh, North Carolina. A National Board Certified Teacher, Bill has designed professional development courses for educators nationwide on topics ranging from establishing professional learning communities and using technology to reimagine learning spaces to integrating meaningful student-involved assessment and feedback opportunities into classroom instruction.

What Bill brings to audiences is practical experience gained through extensive and continuing work with his own professional learning team and students in his classroom. Teachers appreciate the practicality of his presentations, knowing that the content shared is currently being used by a full-time classroom teacher. Every session is designed to give participants not just a clear understanding of the whys behind the ideas that he is introducing but tangible examples of how to turn those ideas into classroom and collaborative practices that work.

Bill has had articles published in Kappan magazine, Journal for Staff Development, Educational Leadership, and Threshold Magazine. A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The Principal as Assessment Leader, he is also coauthor of several Solution Tree titles, including Teaching the iGeneration, Building a Professional Learning Community at Work®, Making Teamwork Meaningful, and Creating a Culture of Feedback.

Bill earned a bachelor of science and master of science in elementary education from the State University of New York at Geneseo.

To learn more about Bill's work, follow @plugusin on Twitter.