#1 Rule ... is your discussion improving instruction? Is it focused on students learning the content you identified?

    a) Curriculum talk is important ... "What do we teach?" PLC isn't for what we teach but how we teach. Talking about curriculum will bring some change as it introduces new content but the real question should be are we changing how we teach to reach ALL kids.

    b) Policy discussions ... while in many cases the policy relates to classroom productivity, most policy discussions turn negative and drain your PLC of energy. NOW ... if you are discussing individual classroom management (which relates to classroom policies) that would be different. But again, discussing building policies isn't part of the PLC model.

 

    c) Getting started ... ask each member of the team to bring their favorite lesson or the lesson they struggle with the most. From their presentation discuss ways to improve the lesson, assist the teacher in presenting the lesson, and what you might take from their lesson and use within the walls of your own classroom. 

 

    d) Other items to consider ... 

 

        1) Bring a test and the results from the test. Discuss where the assessment truly assesses what you want, ways you could improve the assessment tool, and other ways student learning could be assessed for this content.

        2) Bring a student project and discuss its purpose and ways to improve the outcome.

 

        3) Demonstrate how you use a software program or website to teach a concept (train others to use technology).

        4) Have you identified the 8 to 10 outcomes you want all students to know in your class for a semester? Have the group discuss what the outcomes should be. 

        5) Use DATA when you can. For example, having students' scores with you when you discuss an assessment gives more opportunity for input by the team. Having scores for the same assessment for several classes or past years gives even more opportunity.

        6) If you teach the same subject you have a HUGE advantage. Identify the common outcomes and develop a common assessment (or just a few common questions for an assessment). Then, compare the data to see whose method of instruction for the various outcomes seems to be having higher results?

        7) Ask a teacher (s) to come to your classroom and provide feedback on your teaching. Or videotape yourself and show to the group for discussion.

#2 Shared leadership is extremely important. It provides a way for the team to build trust and share in the responsibilities. (This includes note taking as well.) 

    a) Either identify a facilitator for the next meeting or set them up in advance for a month/semester/year. 

    b) The goal of the facilitator is to keep the team on task. I would recommend that the facilitator not be the same person who presents the topic for the day.

    c) The facilitator should work with the teacher presenting for the day and determine how the meeting will be run. Do you need a protocol? What type of protocol?
    d) If PLCs are done right you DON'T NEED AN AGENDA. Having a teacher present should take up most of the time.

#3 ALL need to be involved. Often when teams meet you have some staff that control the conversation and others who sit back and say nothing. A lot like a classroom. It is EXTREMELY important that everyone get a chance to speak. Part of the job of the facilitator is to make sure everyone is involved. Plus a protocol will help with this as well. 

#4 BE POSITIVE. For your team to be successful, it is important that you are able to walk out of the PLC time with new energy. When we sit around and talk about negative issues, that drains us, then when you leave you will feel tired and worn down.

#5 Build trust. For the team to really move forward, all of the members have to feel a sense of trust. The ability to share what they feel without it leaving the room or being thrown back at them is important. This takes time, and in some cases I'm not sure all teams will reach this stage. But if you can ... the impact will be great! So having trust building activities along the way can be key.  Examples of trust:

    1) Can you tell another member of the team that you don't agree or do you just stay quiet. If you are staying quiet the trust isn't there.

    2) Can you share with your team your weaknesses? If not, you don't have trust.

    3) Do you say one thing but really mean another? No trust.