Module 3: Building Effective PLC Teams - Ineffective Teams
Teachers, administrators, and support staff
do not share roles— the planning, facilitation and recording of the meeting
is the responsibility of one person or the same, small group of individuals. |
Teachers,
administrators, and support staff do not have common planning time and/or
opportunities to meet on a regular basis. |
Looking at data means formal
assessments and does not extend to daily student and teacher work. Teachers know how to assess data but not
how to use it to inform practice. |
Teachers,
administrators, and support staff do not have a planned agenda and meetings
tend to be reactive rather than proactive. |
Communication
tends to be ONE way: decisions are communicated to staff, students, and their
families but there is no formal system of communication between teams or
teachers. |
Teachers,
administrators, and support staff engage in meetings where there is no clear
focus and conversations tend to meander rather than support the collective
learning of the group. |
Teachers,
administrators, and support staff engage in meetings that are not
action-oriented but are rather “complaint/venting sessions” that do not yield
clear resolutions to questions/problems.
|
Everyone
knows who the “good” teachers are –and who isn’t. There is little teacher-to-teacher effort
to share challenges and best practices or to support growth. There is no trust and no time. |
When
the meeting is over, no one seems to know what will be done next. If notes are taken, they are collected in a
binder and are not actively circulated. |
The
“real” conversations between teachers about school happen in the parking lot. |
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