Build your team's capacity to become agents of positive change. Organized around the four critical questions of PLC at Work®, this comprehensive book of field-tested, easy-to-use tools provides an explicit structure for collaborative teams. Rely on these resources and best practices to help you establish team norms, navigate common challenges, develop collective teacher efficacy, and more.
Use this resource to monitor the quality of your team s work:
- Discover how to address the many challenges teams face, and develop the skills necessary to improve student learning.
- Understand how to build a solid foundation for your collaborative efforts.
- Study strategies for effectively developing a guaranteed and viable curriculum, common formative assessments, and remediation and extension opportunities.
- Obtain targeted support and tools that you can use immediately to strengthen the work of your collaborative team.
- Explore the core behaviors that are essential to collaborative success.
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.
