When defining PLC in a podcast with me, Mike Mattos, one of the authors of Learning By Doing, A Handbook for Professional Learning Communities at Work, suggested that rather than just the group of teacher working together, the larger organization was in fact the professional learning community. If a school commits to the process, the […]

As school leaders navigate the complexities of accountability, teacher support, and student success, principals and instructional coaches are often positioned “in the middle,” balancing the expectations of district-level administrators with the needs of teachers and students. This role requires a mindset shift—from managerial oversight to collaborative leadership. This was highlighted by Rochester, MN Public Schools’ […]

John Cambell from Growth Coaching International posted a blog that describes sustaining effort and motivation for a coachee’s goals as part of the coaching process. He presented three strategies that coaches can use to support ongoing effort and momentum. The first strategy was labeled Implementation Intentions. That phrase comes from the work of Peter Gollwitzer […]

John Cambell from Growth Coaching International posted a blog that highlights some strategies for maintaining momentum when coaching around a coachee’s goals. I found reinforcement in his three recommendations for some practices that I usually build into my coaching. Here are Cambell’s suggestions and my connections. The first suggestion that Campell shared (implementation intentions) aligns […]

Students’ abilities to set goals, plan for success, and systematically collect feedback are critical to school and life success. Starting the school year teaching these processes (at all grade levels) can set the stage for increased student success throughout the year and beyond. This podcast shares important elements to build into your plans for effective […]

My involvement with Professional Learning Communities (PLCs) often revolves around establishing learning goals/outcomes for students and collaborating to map out the strategies to achieve those goals. This process inherently incorporates differentiation into educators’ planning. It begins with recognizing varied objectives based on each students’ initial levels. Different goals necessitate diverse student learning behaviors to enhance […]