(Click here for more from DuFour) - A list of PLC team activities can be found on pp. 130-131 of Learning by Doing (2nd ed), by DuFour, DuFour, Eaker & Many (2010). The authors build up to this list by stating:
“In a PLC, the process of collaboration is specifically designed to impact educator practice in ways that lead to better results. Over and over again, we have seen schools in which staff members are willing to collaborate about any number of things—dress codes, tardy policies, the appropriateness of Halloween parties—provided they can return to their classrooms and continue to do what they have always done. Yet in a PLC, the reason teachers are organized into teams, the reason they are provided with time to work together, the reason they are asked to focus on certain topics, and complete specific tasks, is so that when they return to their classroom they will possess and utilize an expanded repertoire of skills, strategies, materials, assessments, and ideas in order to impact student achievement in a positive way.
“Therefore, one of the most important elements of reciprocal accountability that district and school leaders must address is establishing clear parameters and priorities that g=uide the work of teams toward the goal of improved student learning.” (p. 128)
“In a PLC, the process of collaboration is specifically designed to impact educator practice in ways that lead to better results. Over and over again, we have seen schools in which staff members are willing to collaborate about any number of things—dress codes, tardy policies, the appropriateness of Halloween parties—provided they can return to their classrooms and continue to do what they have always done. Yet in a PLC, the reason teachers are organized into teams, the reason they are provided with time to work together, the reason they are asked to focus on certain topics, and complete specific tasks, is so that when they return to their classroom they will possess and utilize an expanded repertoire of skills, strategies, materials, assessments, and ideas in order to impact student achievement in a positive way.
“Therefore, one of the most important elements of reciprocal accountability that district and school leaders must address is establishing clear parameters and priorities that g=uide the work of teams toward the goal of improved student learning.” (p. 128)