![]() ![]() conclude PLC meetings with an instructional action plan to implement prior to the next team meeting and.conduct meaningful and focused conversations around student performance during the units of instruction.establish common formative assessments as opposed to summative assessments. ![]() identify that with which all students must demonstrate proficiency, prior to completing a particular course (regardless of the level of the course).To effectively shift the conversation from teaching to learning, we needed to: ![]() The four PLC questions did not provide an efficient protocol or structure for scaling up collaborative inquiry across LTHS. However, when confronted with changing state standards and assessments, a deeply rooted system of course leveling, and a traditionally private teaching culture, collaboratively answering these questions proved to be problematic for LTHS’s PLCs.
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