Podcasts about professional learning communities

Send us a textIn this conversation, Yanik hosts Prof Dr. Heather K. Dillard and Prof. Dr. Terry Goodin to explore their newly published book Mindset for Success published by  @SolutionTree in 2025. The conversation emphasizes the need for empowerment through action and the transformative effects of their collaborative writing process. Trust and relationship-building are highlighted as essential components of effective educational environments. In this conversation, Terry Goodin and Heather Dillard explore the importance of building trust through vulnerability in educational settings, the integration of problem-based learning with professional learning communities (PLCs), and the significance of understanding student needs through storytelling. They discuss the role of clarity in educational leadership, the necessity of supportive leadership for sustaining PLC practices, and the challenges faced in collaborative writing. The conversation culminates in reflections on finding purpose and meaning in education, emphasizing the importance of connection and helping others.===Terry Goodin, EdD, is a professor of education at Middle Tennessee State University. He has both K–12 and higher education teaching experience, as well as 13 years of corporate experience in marketing.Heather K. Dillard, EdD, is an associate professor of education at Middle Tennessee State University. She has authored and coauthored book chapters, research articles, and magazine articles, primarily about Professional Learning Communities at Work®.===Mindset for Success published by Solution Tree Press in 2025:https://www.solutiontree.com/ca/mindset-for-success.htmlConnect with Dr. Goodin and Dr. Dillard here:https://x.com/HeatherKDillard===Make Your Life a Masterpiece! Enroll NOW: programs.the-ykm.com/collectionstheykm.comthe-ykm.comwhyknowledgematters.comprograms.the-ykm.comtheykm.comthe-ykm.comwhyknowledgematters.com#whyknowledgematters #podcast #theykm #livelearnlove #educationthe ykm: That's WhyKnowledgeMattersSupport the show

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & UnitsAre your Math PLCs (Professional Learning Communities) or teacher collaboration meetings feeling unproductive? Do they often turn into extra prep time or casual check-ins rather than meaningful discussions that drive student learning? In this episode, we dive into how to reclaim and refocus your Math PLCs so they become a powerful force for improving math instruction. From defining the facilitator's role to structuring meetings for maximum impact, we'll share practical strategies to ensure collaboration leads to better student outcomes. If you're ready to transform your PLCs into high-impact learning spaces, this episode is for you!Key Takeaways:Shift from informal meetings to intentional, goal-driven collaboration focused on student learning.Ensure facilitators, teachers, and leadership teams have clear expectations to maximize efficiency.Implement a predictable meeting structure with data analysis, lesson planning, and instructional reflection.Focus discussions on instructional strategies and student outcomes rather than just operational tasks.Encourage open dialogue, shared decision-making, and accountability to ensure continuous improvement.Show NotesLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

In this episode of the PBL Simplified for Administrators podcast, host Ryan Steuer welcomes back Dr. Chad Dumas to discuss the importance of Professional Learning Communities (PLCs) in enhancing Project Based Learning (PBL) environments. They explore the mindset and culture necessary for effective PLCs, the role of teacher team leaders, and strategies for creating a collaborative and safe environment for educators. Dr. Dumas emphasizes the significance of adult learning and the need for a supportive culture to drive student success. The conversation also highlights success stories and practical advice for educators and leaders looking to implement or improve PLCs in their schools. Takeaways PLCs should be viewed as a culture, not just meetings. Creating a psychologically safe environment is crucial for effective PLCs. Teacher team leaders play a vital role in building capacity within their teams. Mindsets and assumptions significantly impact leadership effectiveness. Conflict can be a positive force for growth in teams. Ongoing learning and reflection are essential for successful PLCs. Success stories demonstrate the effectiveness of PLCs in various school settings. Adult culture in schools directly influences student culture. Educators need clarity on what to guarantee every student learns. Collaboration among teachers leads to better outcomes for students. Resources and links: allthingsplc.info The Teacher Team Leader Handbook Information Get Chad's Book: Amazon Solution Tree Book Resources

Send us a textAlexis sat down with Lance Hansen, the Superintendent of the Year, from Lewiston School District #1. Lewiston is a community known for its collaborative spirit, and the school district plays a key role in this dynamic. Recently, Lance and the Vice President of the Lewiston School Board presented to the Senate Education Committee during the Idaho School Boards Association Day on the Hill. In their presentation, Lance shared the unique features of the district and school board, highlighting their commitment to working in collaboration with our community — a vision that drives everything they do.Lance dives into the strategies that are helping students achieve success, creating spaces for teachers to collaborate, and how they convene committees with their school community to address challenges. Lewiston isn't just known for its academic success, but also for some impressive accolades: the district was recently honored with Teacher of the Year recognition, and one of their schools was the first in Idaho to be nationally recognized as a Professional Learning Community.Why does Lewiston receive these distinctions? Listen to find out how a strong sense of community and innovative strategies are making Lewiston School District stand out and achieving remarkable success!Find Alexis on Instagram and JOIN in the conversation: https://www.instagram.com/the_idaho_lady/Send Alexis an email with guest requests, ideas, or potential collaboration.alexis@ourkidsourschools.comFind great resources and info on school communities:https://ourkidsourschools.com/

Send us a textHave you heard of PLCs? These Professional Learning Communities are transforming education by improving student outcomes, enhancing teaching experiences, and fostering stronger school cultures. In this episode, Alexis sits down with Emalee Merell, Coordinator of Professional Learning Community and Tiered System of Supports from the Idaho Department of Education, to explore how Idaho schools are successfully integrating the PLC model. Join us as we discuss the fundamentals of PLCs, their evidence-based impact on education, and how the Idaho Department of Education is supporting schools in their implementation. From real-world success stories in Idaho to strategies for fostering collaboration among educators, this episode dives deep into the why and how of PLCs. Whether you're an educator, administrator, or a parent simply curious about innovative approaches in education, this conversation is packed with actionable insights. Tune in now! Are you and Idaho educator and have questions for Emalee Merrell regarding PLCs? Send her an email. emerrell@sde.idaho.govFind Alexis on Instagram and JOIN in the conversation: https://www.instagram.com/the_idaho_lady/Send Alexis an email with guest requests, ideas, or potential collaboration.alexis@ourkidsourschools.comFind great resources and info on school communities:https://ourkidsourschools.com/

Professional Learning Communities, or PLCs, provide a collegial network for educators to reflect on and improve their practice. We look at an evaluation of a pre-packaged PLC program that did not improve PLCs in schools, and wonder how we can support educators at the building level instead. Later, we look at how very early math is learned by children. They experience the snowball effect, meaning it is far more important that learners have experiences with math regardless of the specific types of math they may experience. Math is good, m'kay.

Discover how to revolutionize student support with RTI (Response to Intervention) and MTSS (Multi-Tiered System of Supports) in this expert-led episode. Mike Mattos, an internationally recognized educator, author, and co-creator of the RTI at Work™ model, shares proven strategies to help schools ensure every learner thrives. Drawing from decades of experience as a teacher, principal, and thought leader in professional learning communities, Mike breaks down practical tips, common mistakes to avoid, and insights for building a powerful framework of student success. Whether you're a teacher, principal, or district leader, this episode is packed with actionable advice to make RTI and MTSS work in your school. Learn more about Mike Mattos, his books, and resources at www.coolcatteacher.com/rti-mtss.

What does it truly mean to emerge as a middle leader? In this episode of Aspire to Lead, Gavin Grift, author of Emerge: Overcoming Common Challenges Associated with Middle Leadership, joins us to reimagine leadership in today's educational landscape. We explore the profound concept that "Clarity Precedes Competence," reframing hardships as stepping stones to growth, and the role self-awareness plays in transformative leadership. Gavin unpacks how busyness has become the modern-day "I'm fine" and reveals how leaders can reclaim their time for what truly matters. Dive into Gavin's fascinating Leadership Archetypes—the Pleaser, Ostrich, Imposter, Dynamo, and the Judge & Juror—and learn practical ways to recognize and grow beyond these tendencies. Whether you're navigating the complexities of middle leadership or looking to refine your approach, this episode delivers a fresh perspective and powerful strategies to help you emerge stronger and more focused than ever. Don't miss this engaging conversation with one of education's most inspiring voices! About Gavin Grift: Gavin Grift's career in education began in 1992 as a primary school teacher, where he spent 15 years fostering student agency and empowering students to take ownership of their learning. His innovative practices and dedication to improving teaching led him to roles beyond the classroom, including serving as a cluster educator, where he supported eight schools in developing instructional strategies to enhance student outcomes. This pivotal role marked Gavin's transition from classroom teaching to educational leadership, focusing on systemic improvements in teaching and learning. In 2007, Gavin co-authored Assessing the Whole Child with Jane Satchwell, emphasizing student-led portfolios and conferences to empower students in their assessment processes. The book's success sparked invitations to present their work nationally, leading to partnerships with Hawker Brownlow Education to expand their reach. Around this time, Gavin's interest in cognitive development deepened after attending a Cognitive Coaching seminar with Thinking Collaborative. This experience shaped his approach to education and leadership, ultimately prompting him to transition into full-time consultancy, working with schools to strengthen teaching practices. Gavin's career reached new heights as he became Executive Director of a professional development venture created by Hawker Brownlow Education and Solution Tree. Under the mentorship of Richard and Rebecca DuFour, Gavin helped schools across Australia implement Professional Learning Communities, fostering collaboration and transforming teaching practices. During this period, he co-authored Teachers as Architects of Learning and deepened his international influence as a Cognitive Coaching training associate, supporting educators globally in reflective practices and leadership development. His widely praised books, including Emerge, Transformative Collaboration,

Unlock the transformative power of Professional Learning Communities (PLCs) in schools with insights from our esteemed guest, Dr. Pendleton, Regional Director of Content and Implementation at Curriculum Associates. Discover how creating a safe and collaborative environment empowers teachers to enhance their skills and positively impacts student achievement. Dr. Pendleton shares her strategies for gaining buy-in from the school community and highlights practical, high-interest topics that teachers can implement immediately in their classrooms. This episode promises to equip you with actionable insights to foster a culture of continuous learning and accountability among educators.Read Curriculum Associates' blog: CurriculumAssociates.com/blogFollow us on Twitter: @CurriculumAssocFollow us on Instagram: @MyiReadyHave feedback, questions, or want to be a guest? Email ExtraordinaryEducators@cainc.com to connect with us!

Chris Younkin is SUU's Scholarly Communication Librarian and Assistant Professor of Library and Information Science. His library work focuses mostly on affordable learning materials, such as Open Educational Resources, and scholarly publishing. He also teaches information literacy and academic research. Chris earned a Bachelor of Arts in English from Ohio State University, a Master of Arts in Creative Writing from Miami University, and a Master of Library and Information Science from Kent State University. His research interests include intellectual freedom, library ethics, and library instruction. These comments made as part of the podcast reflect the views of the episode participants only and should not be construed as official university statements.

The spring semester will be here soon! So, how do you develop your spring action plan? In this episode, we're discussing the three parts of your spring action plan. We talk about conducting a thorough needs assessment to gather information for the plan. This includes talking to administrators, hearing from teachers, visiting classrooms, and looking at data. Once you have those four pieces of information, you can turn them into focus areas and goals for your action plan. During the episode, you'll hear how to use those goals to develop a plan for whole-school professional development (PD), differentiated support for PLC teams, and individual coaching work. You'll also hear about aligning your goals with your teachers' needs and tiering teacher support. Plus, learn why it's important to share your plan with your administration. Listen now to learn how to create a structured, effective action plan to improve teaching and learning in the spring semester. -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   Teacher Feedback Surveys for Instructional Coaching – Printable and Google Forms - https://buzzingwithmsb.com/product/teacher-feedback-surveys-for-instructional-coaching-printable-and-google-forms   Instructional Coaching Reflection Guide - https://buzzing-with-ms-b.ck.page/044b665f4e   Instructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode215   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros

Rounding Up Season 3 | Episode 05 - Building Asset-Focused Professional Learning Communities Guests: Summer Pettigrew and Megan Williams Mike Wallus: Professional learning communities have been around for a long time and in many different iterations. But what does it look like to schedule and structure professional learning communities that actually help educators understand and respond to their students' thinking in meaningful ways? Today we're talking with Summer Pettigrew and Megan Williams from the Charleston Public Schools about building asset-focused professional learning communities.  Hello, Summer and Megan. Welcome to the podcast. I am excited to be talking with you all today about PLCs. Megan Williams: Hi! Summer Pettigrew: Thanks for having us. We're excited to be here. Mike: I'd like to start this conversation in a very practical place, scheduling. So, Megan, I wonder if you could talk just a bit about when and how you schedule PLCs at your building. Megan: Sure. I think it's a great place to start, too, because I think without the structure of PLCs in place, you can't really have fabulous PLC meetings. And so, we used to do our PLC meetings once a week during teacher planning periods, and the teachers were having to give up their planning period during the day to come to the PLC meeting. And so, we created a master schedule that gives an hour for PLC each morning. So, we meet with one grade level a day, and then the teachers still have their regular planning period throughout the day. So, we were able to do that by building a time for clubs in the schedule. So, first thing in the morning, depending on your day, so if it's Monday and that's third grade, then the related arts teachers—and that for us is art, music, P.E., guidance, our special areas—they go to the third-grade teachers' classrooms. The teachers are released to go to PLC, and then the students choose a club. And so, those range from basketball to gardening to fashion to STEMs. We've had Spanish club before. So, they participate with the related arts teacher in their chosen club, and then the teachers go to their PLC meeting. And then once that hour is up, then the teachers come back to class. The related arts teachers are released to go get ready for their day. So, everybody still has their planning period, per se, throughout the day. Mike: I think that feels really important, and I just want to linger a little bit longer on it. One of the things that stands out is that you're preserving the planning time on a regular basis. They have that, and they have PLC time in addition to it. Summer: Uh-hm. Megan: Correct. And that I think is key because planning time in the middle of the day is critical for making copies, calling parents, calling your doctor to schedule an appointment, using the restroom … those kind of things that people have to do throughout the day. And so, when you have PLC during their planning time, one or the other is not occurring. Either a teacher is not taking care of those things that need to be taken care of on the planning period. Or they're not engaged in the PLC because they're worried about something else that they've got to do. So, building that time in, it's just like a game-changer. Mike: Summer, as a person who's playing the role of an instructional coach, what impact do you think this way of scheduling has had on educators who are participating in the PLCs that you're facilitating? Summer: Well, it's huge. I have experienced going to A PLC on our planning and just not being a hundred percent engaged. And so, I think having the opportunity to provide the time and the space for that during the school day allows the teachers to be more present. And I think that the rate at which we're growing as a staff is expedited because we're able to drill into what we need to drill into without worrying about all the other things that need to happen. So, I think that the scheduling piece has been one of the biggest reasons we've been so successful with our PLCs. Mike: Yeah, I can totally relate to that experience of feeling like I want to be here, present in this moment, and I have 15 things that I need to do to get ready for the next chunk of my day. So, taking away that “if, then,” and instead having an “and” when it comes to PLCs, really just feels like a game-changer. Megan: And we were worried at first about the instructional time that was going to be lost from the classroom doing the PLC like this. We really were, because we needed to make sure instructional time was maximized and we weren't losing any time. And so, this really was about an hour a week where the teachers aren't directly instructing the kids. But it has not been anything negative at all. Our scores have gone up, our teachers have grown. They love the kids, love going to their clubs. I mean, even the attendance on the grade-level club day is so much better because they love coming in. And they start the day really getting that SEL instruction. I mean, that's really a lot of what they're getting in clubs. They're hanging out with each other. They're doing something they love. Mike: Maybe this is a good place to shift and talk a little bit about the structure of the PLCs that are happening. So, I've heard you say that PLCs, as they're designed and functioning right now, they're not for planning. They're instead for teacher collaboration. So, what does that mean? Megan: Well, there's a significant amount of planning that does happen in PLC, but it's not a teacher writing his or her lesson plans for the upcoming week. So, there's planning, but not necessarily specific lesson planning: like on Monday I'm doing this, on Tuesday I'm doing this. It's more looking at the standards, looking at the important skills that are being taught, discussing with each other ways that you do this. “How can I help kids that are struggling? How can I push kids that are higher?” So, teachers are collaborating and planning, but they're not really producing written lesson plans. Mike: Yeah. One of the pieces that you all talked about when we were getting ready for this interview, was this idea that you always start your PLCs with a recognition of the celebrations that are happening in classrooms. I'm wondering if you can talk about what that looks like and the impact it has on the PLCs and the educators who are a part of them. Summer: Yeah. I think our teachers are doing some great things in their classrooms, and I think having the time to share those great things with their colleagues is really important. Just starting the meeting on that positive note tends to lead us in a more productive direction. Mike: You two have also talked to me about the impact of having an opportunity for educators to engage in the math that their students will be doing or looking at common examples of student work and how it shows up in the classroom. I wonder if you could talk about what you see in classrooms and how you think that loops back into the experiences that are happening in PLCs. Summer: Yeah. One of the things that we start off with in our PLCs is looking at student work. And so, teachers are bringing common work examples to the table, and we're looking to see, “What are our students coming with? What's a good starting point for us to build skills, to develop these skills a little bit further to help them be more successful?” And I think a huge part of that is actually doing the work that our students are doing. And so, prior to giving a task to a student, we all saw that together in a couple of different ways. And that's going to give us that opportunity to think about what misconceptions might show up, what questions we might want to ask if we want to push students further, reign them back in a little bit. Just that pre-planning piece with the student math, I think has been very important for us. And so, when we go into classrooms, I'll smile because they kind of look like little miniature PLCs going on. The teacher's facilitating, the students are looking at strategies of their classmates and having conversations about what's similar, what's different. I think the teachers are modeling with their students that productive practice of looking at the evidence and the student work and talking about how we go about thinking through these problems. Mike: I think the more that I hear you talk about that, I flashback to what Megan, what you said earlier about, there is planning that's happening, and there's collaboration. They're planning the questions that they might ask. They're anticipating the things that might come from students. So, while it's not, “I'm writing my lesson for Tuesday,” there is a lot of planning that's coming. It's just perhaps not as specific as, “This is what we'll do on this particular day.” Am I getting that right? Megan: Yes. You're getting that a hundred percent right. Summer has teachers sometimes taken the assessment at the beginning of a unit. We'll go ahead and take the end-of-unit assessment and the information that you gain from that. Just with having the teachers take it and knowing how the kids are going to be assessed, then just in turn makes them better planners for the unit. And there's a lot of good conversation that comes from that. Mike: I mean, in some ways, your PLC design, the word that pops into my head is almost like a “rehearsal” of sorts. Does that analogy seem right? Summer: It seems right. And just to add on to that, I think, too, again, providing that time within the school day for them to look at the math, to do the math, to think about what they want to ask, is like a mini-rehearsal. Because typically, when teachers are planning outside of school hours, it's by themselves in a silo. But this just gives that opportunity to talk about all the possibilities together, run through the math together, ask questions if they have them. So, I think that's a decent analogy, yeah. Mike: Yeah. Well, you know what it makes me think about is competitive sports like basketball. As a person who played quite a lot, there are points in time when you start to learn the game that everything feels so fast. And then there are points in time when you've had some experience when you know how to anticipate, where things seem to slow down a little bit. And the analogy is that if you can kind of anticipate what might happen or the meaning of the math that kids are showing you, it gives you a little bit more space in the moment to really think about what you want to do versus just feeling like you have to react. Summer: And I think, too, it keeps you focused on the math at hand. You're constantly thinking about your next teacher move. And so, if you've got that math in your mind and you do get thrown off, you've had an opportunity, like you said, to have a little informal rehearsal with it, and maybe you're not thrown off as badly. (  laughs ) Mike: Well, one of the things that you've both mentioned when we've talked about PLCs is the impact of a program called OGAP. I'm wondering if you can talk about what OGAP is, what it brought to your educators, and how it impacted what's been happening in PLCs. Megan: I'll start in terms … OGAP stands for ongoing assessment project. Summer can talk about the specifics, but we rolled it out as a whole school. And I think there was power in that. Everybody in your school taking the same professional development at the same time, speaking the same language, hearing the same things. And for us, it was just a game-changer. Summer: Yeah, I taught elementary math for 12 years before I knew anything about OGAP, and I had no idea what I was doing until OGAP came into my life. All of the light bulbs that went off with this very complex elementary math that I had no idea was a thing, it was just incredible. And so, I think the way that OGAP plays a role in PLCs is that we're constantly using the evidence in our student work to make decisions about what we do next. We're not just plowing through a curriculum, we're looking at the visual models and strategies that Bridges expects of us in that unit. We're coupling it with the content knowledge that we get from OGAP and how students should and could move along this progression. And we're planning really carefully around that; thinking about, “If we give this task and some of our students are still at a less sophisticated strategy and some of our students are at a more sophisticated strategy, how can we use those two examples to bridge that gap for more kids?” And we're really learning from each other's work. It's not the teacher up there saying, “This is how you'd solve this problem.” But it's a really deep dive into the content. And I think the level of confidence that OGAP has brought our teachers as they've learned to teach Bridges has been like a powerhouse for us. Mike: Talk a little bit about the confidence that you see from your teachers who have had an OGAP experience and who are now using a curriculum and implementing it. Can you say more about that? Summer: Yeah. I mean, I think about our PLCs, the collaborative part of it, we're having truly professional conversations. It's centered around the math, truly, and how students think about the math. And so again, not to diminish the need to strategically lesson plan and come up with activities and things, but we're talking really complex stuff in PLCs. And so, when we look at student work and we that work on the OGAP progression, depending on what skill we're teaching that week, we're able to really look at, “Gosh, the kid is, he's doing this, but I'm not sure why.” And then we can talk a little bit about, “Well, maybe he's thinking about this strategy, and he got confused with that part of it.” So, it really, again, is just centered around the student thinking. The evidence is in front of us, and we use that to plan accordingly. And I think it just one-ups a typical PLC because our teachers know what they're talking about. There's no question in, “Why am I teaching how to add on an open number line?” We know the reasoning behind it. We know what comes before that. We know what comes after that, and we know the importance of why we're doing it right now. Mike: Megan, I wanted to ask you one more question. You are the instructional leader for the building, the position you hold is principal. I know that Summer is a person who does facilitation of the PLCs. What role do you play or what role do you try to play in PLCs as well? Megan: I try to be present at every single PLC meeting and an active participant. I do all the assessments. I get excited when Summer says we're taking a test. I mean, I do everything that the teachers do. I offer suggestions if I think that I have something valuable to bring to the table. I look at student work. I just do everything with everybody because I like being part of that team. Mike: What impact do you think that that has on the educators who are in the PLC? Megan: I mean, I think it makes teachers feel that their time is valuable. We're valuing their time. It's helpful for me, too, when I go into classrooms. I know what I'm looking for. I know which kids I want to work with. Sometimes I'm like, “Ooh, I want to come in and see you do that. That's exciting.” It helps me plan my day, and it helps me know what's going on in the school. And I think it also is just a non-judgmental, non-confrontational time for people to ask me questions. I mean, it's part of me trying to be accessible as well. Mike: Summer, as the person who's the facilitator, how do you think about preparing for the kind of PLCs that you've described? What are some of the things that are important to know as a facilitator or to do in preparation? Summer: So, I typically sort of rehearse myself, if you will, before the PLC kicks off. I will take assessments, I will take screeners. I'll look at screener implementation guides and think about the pieces of that that would be useful for our teachers if they needed to pull some small groups and re-engage those kids prior to a unit. What I really think is important though, is that vertical alignment. So, looking at the standards that are coming up in a module, thinking about what came before it: “What does that standard look like in second grade?” If I'm doing a third grade PLC: “What does that standard look like in fourth grade?” Because teachers don't have time to do that on their own. And I think it's really important for that collective efficacy, like, “We're all doing this together. What you did last year matters. What you're doing next year matters, and this is how they tie together.” I kind of started that actually this year, wanting to know more myself about how these standards align to each other and how we can think about Bridges as a ladder among grade levels. Because we were going into classrooms, and teachers were seeing older grade levels doing something that they developed, and that was super exciting for them. And so, having an understanding of how our state standards align in that way just helps them to understand the importance of what they're doing and bring about that efficacy that we all really just need our teachers to own. It's so huge. And just making sure that our students are going to the next grade prepared. Mike: One of the things that I was thinking about as I was listening to you two describe the different facets of this system that you've put together is, how to get started. Everything from scheduling to structure to professional learning. There's a lot that goes into making what you all have built successful. I think my question to you all would be, “If someone were listening to this, and they were thinking to themselves, ‘Wow, that's fascinating!' What are some of the things that you might encourage them to do if they wanted to start to take up some of the ideas that you shared?” Megan: It's very easy to crash and burn by trying to take on too much. And so, I think if you have a long-range plan and an end goal, you need to try to break it into chunks. Just making small changes and doing those small changes consistently. And once they become routine practices, then taking on something new. Mike: Summer, how about you? Summer: Yeah, I think as an instructional coach, one of the things that I learned through OGAP is that our student work is personal. And if we're looking at student work without the mindset of, “We're learning together,” sometimes we can feel a little bit attacked. And so, one of the first things that we did when we were rolling this out and learning how to analyze student work is, we looked at student work that wasn't necessarily from our class. We asked teachers to save student work samples. I have folders in my office of different student work samples that we can practice sorting and have conversations about. And that's sort of where we started with it. Looking at work that wasn't necessarily our students gave us an opportunity to be a little bit more open about what we wanted to say about it, how we wanted to talk about it. And it really does take some practice to dig into student thinking and figure out, “Where do I need to go from here?” And I think that allowed us to play with it in a way that wasn't threatening necessarily. Mike: I think that's a great place to stop, Megan and Summer. I want to thank you so much for joining us. It's really been a pleasure talking to both of you. Megan: Well, thank you for having us.  Summer: Yeah, thanks a lot for having us. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

Two authors of Learning by Doing (Fourth Edition), Mike Mattos and Anthony Muhammad, discuss the powerful impact of PLCs. They define a PLC as an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. The discussion explores shifts in the fundamental purpose of PLCs, the use of assessment, responses when students don't learn, teachers' work, focus, school culture, and professional development. It offers an insightful dialogue. Contact Anthony: newfrontier21@comcast.net Contact Mike: mikemattos@me.com Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Is your time spent in PLCs and team meetings actually translating into changes in classroom instruction? If not, this episode is a must listen! Today, we're looking at why you're not seeing classrooms change with PLC meetings. This is the second episode in our series about Your Coaching Strategy Toolbox! During the podcast, we explore moderate-impact strategies, reasons they may not be as effective as they should be, and how you can use them to impact classrooms. You'll learn about building a bridge between PLCs and classroom work, why you need a clear focus for team meetings, and strategies for providing support and accountability. Listen now to learn why you're not seeing classrooms change with PLC meetings and find out what you can do instead! -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   PLC Forms Toolkit Bundle for Instructional Coaches & Administrators - https://buzzingwithmsb.com/product/plc-forms-toolkit-bundle-for-instructional-coaches-administrators   Mini Coaching Cycles Crash Course - https://buzzingwithmsb.com/cycles   Instructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode210   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros

In this episode of New Teacher Talk, we sit down with Dion Copeland, an early career educator from Kentucky and a candidate for the National Board for Professional Teaching Standards (NBPTS). Dion shares his journey towards becoming National Board certified, reflecting on the challenges and opportunities this prestigious process presents for teachers early in their careers. He offers valuable advice for navigating the first years of teaching, from building strong classroom practices to maintaining a positive mindset. Dion also discusses how districts can better support early career educators, emphasizing a strengths-based approach to professional development and teacher well-being. Key Takeaways:  - Dion's insights into the National Board certification process - Essential tips for thriving during your first years of teaching - How schools and districts can better support new teachers - The power of focusing on educators' strengths for long-term success Keywords:  Early career educator, National Board for Professional Teaching Standards, teacher certification, new teacher success, strengths-based approach, professional development, teacher support, classroom strategies. Connect with Dion Copeland on LinkedIn: Dion Copeland What Teachers Should Know and Be Able to Do Benefits of National Board Certification Tune in for an inspiring conversation packed with practical advice for new teachers looking to build a strong foundation in their teaching journey!

Send us a textIn this episode 103 THE FOUNDATION FOR CHANGE, Jonathan G. Vander Els and Dr. Joshua Ray discuss their newly published book The Foundation for Change published by @solutiontree. ===Jonathan Vander Els specializes in supporting teachers and administrators in schools and districts across the country in developing, sustaining, and enhancing structures to support all learners. As a practitioner, Jonathan is able to blend his experience and expertise to meet educators where they are and assist them in developing practical next steps to ensure high levels of learning for students in their school.Joshua Ray, EdD, is assistant superintendent of the Greenwood School District in Greenwood, Arkansas. He has led Professional Learning Community at Work® campuses at the elementary and secondary level and is a passionate advocate for adult learning and educator well-being.===theykm.com the-ykm.comwhyknowledgematters.com#whyknowledgematters #podcast #theykm #livelearnlove #education the ykm: Enhancing learning for transformative human growth!

Anthony R. Reibel - Beyond PLC Lite: Evidence-Based Teaching and Learning in a Professional Learning Community at Work. This is episode 699 of Teaching Learning Leading K12, an audio podcast. Anthony R. Reibel, EdD, is the director of research and evaluation at Adlai E. Stevenson High School in Lincolnshire, Illinois. In 2006, he became a Spanish teacher at Stevenson, where he served as a curricular team leader, core team leader, coach, and club sponsor. In 2010, Anthony received recognition from the state of Illinois, and in 2011, Illinois Computing Educators named him Technology Educator of the Year. He currently sponsors two clubs: (1) KIVA, which gives microloans to entrepreneurs living in areas lacking financial institutions, and (2) FIRE, which promotes equality and respect among Stevenson students and staff through conversation and advocacy in school and throughout the community. Anthony is the author and coauthor of seven books on education. Some titles include Embracing Relational Teaching: How Strong Relationships Promote Student Self-Regulation and Efficacy; Small Changes, Big Impact: Ten Strategies to Promote Student Efficacy and Lifelong Learning; Proficiency-Based Assessment: Process, Not Product; and Pathways to Proficiency: Implementing Evidence-Based Grading. Each of these explores the relationship among student efficacy, pedagogy, and learning. Anthony is also the publisher and chief editor of The Assessor(www.assessormag.com) a publication that features short articles written by teachers and administrators to support conversation about formative assessment. Anthony completed his doctorate, which studied the effects of cognitive bias on teachers' evaluation of student performance, at the University of Illinois Urbana-Champaign. Our focus will be the book Dr. Reibel wrote with Troy Gobble, Mark Onuscheck and Eric Twadell - Beyond PLC Lite: Evidence-Based Teaching and Learning in a Professional Learning Community at Work. Awesome conversation! So much to learn. Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Thanks so much! Connect & Learn More: https://www.solutiontree.com/presenters/anthony-r-reibel.html https://www.solutiontree.com/beyond-plc-lite.html https://www.linkedin.com/in/dr-anthony-reibel-1630b915a/ Stevenson High School - Home Page (d125.org) Length - 59:07

Heidi is an inpatient speech-language pathologist at University of Virginia Children's Hospital. She works in their NICU, PICU, general peds floor, and serves as the primary therapist in their Early Developmental Clinic. In addition to her full-time SLP role, she also is a writer for The Informed SLP and content creator for Therapy Insights. She recently started the Virginia Pediatric Dysphagia Collaborative that seeks to connect inpatient SLPs across the state to engage in CEU events, learning, and networking. In her free time, she wrangles her former preemie who is now 4 years old and is on a mission to see all the national parks.   My email contact: jut2qr@uvahealth.org   If you're interested in joining the Pediatric Dysphagia Collaborative please reach out or if you're interested in help starting your own I am happy to help.  ____________________   You can listen to this episode wherever you stream podcasts and at www.3cdigitalmedianetwork.com/telepractice-today-podcast   Please rate, review, subscribe, and share this episode!   If you would like to be a guest on Telepractice Today, please send a brief biography and your contact information to todd@3cdigitalmedianetwork.com.   For advertising or sponsorship opportunities, please contact todd@3cdigitalmedianetwork.com.    

In this episode we talk with Becky Peppler and Don Smith from First Educational Resources, a 501(c)3 nonprofit dedicated to providing K-12 school districts in North America with affordable options for professional learning to support social emotional learning, instructional coaching, professional learning communities, and grading reform efforts. We discuss their experiences with supporting grading reform efforts in thousands of districts across North America, the challenges, the opportunities, and where we go from here. We also talk about the STAGR center and conference. STAGR stands for "Standards, Targets, Assessment, Grading, and Reporting". The STAGR conference, a 1-day virtual event held twice a year, provides a platform for K-12 educators to come together to understand the landscape of grading reform, identify strategies that reduce complexity and enhance understanding of reform efforts, and work to implement effective changes to grading systems. LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!The STAGR ConferenceExtinguishing the Fires within Assessment and Grading Reform, Garth Larson, Becky Peppler, Don Smith, and Matt TownsleyFair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom, Rick WormeliLearning by Doing: A Handbook for Professional Learning Communities at Work (An Actionable Guide to Implementing the PLC Process and Effective Teaching Methods), Richard DuFourCollege BridgeRepair Kit for Grading: (3rd Edition) 15 Fixes for Broken Grades with Discussion and Repair Guide, Ken O'Connor and Rick WormeliResourcesThe Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David Clark

In this episode, I spotlight the new updates and interactive features in the second edition of my book EdTech Essentials: 12 Strategies for Every Classroom in the Age of AI. You'll hear about the two new chapters focused on generating ideas with AI and evaluating digital content with an AI mindset, as well as the inclusion of chatbot prompts and educator stories throughout the book. Plus, discover how to access my free study guide that accompanies the book to use on your own, in your PLC, or even with a book club! Show notes: https://classtechtips.com/2024/06/04/second-edition-of-edtech-essentials-270/ Sponsored by the second edition of my book EdTech Essentials: http://classtechtips.com/bookbonus  Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

Do you have PLC's at your school that seem like they are not as effective as they should be? Do you struggle to get your teachers to collaborate? Whether you are just starting PLCs or have been implementing them for years. This episdoe is for you!In this episode you will learn:The key principles of effective PLCs, including defining a clear purpose and fostering a culture of collaboration.Strategies for implementing and sustaining PLCs in schools, with a focus on the six steps to school-wide collaboration.Practical tips and insights from educators who have successfully implemented PLCs, offering guidance for overcoming common challenges in the process.Tired of second-guessing your decisions as a principal? Download my free course! Access it here.Love this show? Leave a 5-star review — even a single sentence helps ensure we continue delivering the content you love to hear.Connect with Barb:WebsiteInstagramLinked InContact Bob: sonjulearning@gmail.comContact Maren: learningpowers1@gmail.com       Social Media: @learningpowersContact Sheline:  millsheline@gmail.comGet the book Simplifying the Journey HERE. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this continuation of NAEA's Connected Arts Networks (CAN) episode about Professional Learning Community (PLC) Leadership, Oral Historian Dr. Mi'Jan Celie Tho-Biaz and The Creativity Department's Matt Grundler talk to arts educators Emily Ban and Luana Palimetakis. Hear about creating positive learning environments for adults and why participating in a PLC can develop highly effective arts educators. Discover what PLC leadership looks like and strategies that can be utilized to build PLC's. Listen in to hear more from Emily and Luana in this latest CAN episode! 

In this episode, Oral Historian Dr. Mi'Jan Celie Tho-Biaz and The Creativity Department's Matt Grundler talk to arts educators from NAEA's Connected Arts Networks (CAN) about Professional Learning Community (PLC) Leadership. Arts educators Joy Wright and Hilary Morefield Colman join the conversation to talk about what leadership looks like in a PLC, tools and strategies they utilize with their PLCs, as well as advice for other arts educators who want to build their own PLC's. Listen in to hear more from Joy and Hilary in this latest CAN episode! 

Dr Kylie Lipscombe is an experienced educator and researcher with a demonstrated history of working in schools, school systems, and in the higher education industry. Research interests include Educational leadership, Middle leadership, Collaboration, Professional Learning Communities, and Digital literacies. In this wide-ranging discussion, we talked about the importance of taking professional risks, the challenges of middle leadership, and having a life outside of school.  

Kristi and Becca are close friends, passionate speech-language pathologists (SLPs), and the co-founders of Communication Community. Their business began as an AAC-focused blog and has evolved to include an all-encompassing online membership community for SLPs and related providers. Find them providing telepractice services, as well as managing and developing resources for their community. Their vision is to cultivate a positive space where SLPs can come together to access resources/materials, collaborate with others, and learn from fellow clinicians.    For more information and to stay connected:  Membership Community: communicationcommunity.circle.so/c/start-here Blog: communicationcommunity.com Instagram: @communicationcommunity Facebook: facebook.com/communicationcommunityslp Email: hello@communicationcommunity.com.   ____________________________ You can listen to this episode wherever you stream podcasts and at www.3cdigitalmedianetwork.com/telepractice-today-podcast    

Send us a textDiscover the transformative power of collaborative learning as we sit down with Chad Dumas, educational expert and author of "Let's Put the C in PLC: A Practical Guide for School Leaders." Chad unravels the intricate relationship between Professional Learning Communities and Project-Based Learning, offering a treasure trove of strategies for educators eager to elevate their practice. Uncover the secrets of intentional learning and reflective practice, and learn how to create a culture of continuous improvement where every educator leads.Ever wondered why some educators flinch at the mention of PLCs and PBL? This episode confronts the negative connotations head-on, presenting effective methods to reconstruct positive perceptions. We take you through a process that encourages open, honest dialogue, creating a psychologically safe space where educators can reassess and redefine their approach to these collaborative models. Prepare to be inspired by stories of transformation and learn how to ensure every voice in your team is heard, fostering a more equitable and successful community.Leadership takes many forms, and charisma isn't a one-size-fits-all trait. This discussion shines a light on the diverse facets of leadership that sustain educational initiatives. Whether you're a leader with a commanding presence or one who quietly inspires, you'll find practical insights and tools to harness your unique style. We wrap up by inviting listeners to join the conversation, emphasizing that your experiences are crucial to a thriving community of educators dedicated to innovating teaching and learning.CONNECT WITH CHADTwitter: @ChadDumasFacebook: https://www.facebook.com/ChadDumasNextLearningSolutionsWebsite: www.NextLearningSolutions.com tinyurl.com/PuttheCinPLCREAD CHAD'S BOOKamzn.to/48LAsgFJOIN THE ONLINE PBL COMMUNITYmagnifypbl.mykajabi.com/pmocSIGN UP FOR THE MAGNIFY LEARNING NEWSLETTERmagnifylearningin.org/newsletter-sign-upSHARE A PBL WIN!pblshare.com ORDER THE BOOK PBL SIMPLIFIED (affiliate link)amzn.to/3VLsBtGSCHEDULE A PBL TRAINING WITH MAGNIFY LEARNINGresources.magnifylearningin.org/onsite-workshopsFOLLOW US ON SOCIAL MEDIARyan's Twitter (X)Ryan's LinkedInRyan's InstagramMagnify Learning Twitter (X)Magnify Learning FacebookMagnify Learning LinkedInMagnify Learning InstagramBOOK A MAGNIFY LEARNING DESIGN DAYS WORKSHOPmagnifylearningin.org/design-days-sign-upSome of the links above are affiliate links which means we get a small commission on anything you purchase using that link (at no more cost to you). As Amazon Associates, we earn from qualifying purchases.

Discover the transformative power of collaborative learning as we sit down with Chad Dumas, educational expert and author of "Let's Put the C in PLC: A Practical Guide for School Leaders." Chad unravels the intricate relationship between Professional Learning Communities and Project-Based Learning, offering a treasure trove of strategies for educators eager to elevate their practice. Uncover the secrets of intentional learning and reflective practice, and learn how to create a culture of continuous improvement where every educator leads.Ever wondered why some educators flinch at the mention of PLCs and PBL? This episode confronts the negative connotations head-on, presenting effective methods to reconstruct positive perceptions. We take you through a process that encourages open, honest dialogue, creating a psychologically safe space where educators can reassess and redefine their approach to these collaborative models. Prepare to be inspired by stories of transformation and learn how to ensure every voice in your team is heard, fostering a more equitable and successful community.Leadership takes many forms, and charisma isn't a one-size-fits-all trait. This discussion shines a light on the diverse facets of leadership that sustain educational initiatives. Whether you're a leader with a commanding presence or one who quietly inspires, you'll find practical insights and tools to harness your unique style. We wrap up by inviting listeners to join the conversation, emphasizing that your experiences are crucial to a thriving community of educators dedicated to innovating teaching and learning.CONNECT WITH CHADTwitter: @ChadDumasFacebook: https://www.facebook.com/ChadDumasNextLearningSolutionsWebsite: www.NextLearningSolutions.com tinyurl.com/PuttheCinPLCREAD CHAD'S BOOKhttps://amzn.to/48LAsgFJOIN THE ONLINE PBL COMMUNITYhttps://resources.magnifylearningin.org/join-todaySIGN UP FOR THE MAGNIFY LEARNING NEWSLETTERhttps://www.magnifylearningin.org/newsletter-sign-upSHARE A PBL WIN!www.pblshare.com ORDER THE BOOK PBL SIMPLIFIEDhttps://amzn.to/3VLsBtGSCHEDULE A PBL TRAINING WITH MAGNIFY LEARNINGhttps://resources.magnifylearningin.org/onsite-workshopsCHECK OUT RESOURCES MENTIONED ON THE PODCASTPBL Simplified Podcast LinksASK RYAN A QUESTION FOR THE PODCASThttps://www.magnifylearningin.org/ask-ryan-your-pbl-questions

Science Extension enables students to pursue their passion for science. The NSW HSC subject requires students to engage with complex concepts and theories and to critically evaluate new ideas, discoveries and contemporary scientific research. We speak with Dr Lisa Cabral from the University of Technology Sydney to learn the opportunities for both students and mentors. Hosted by Ben Newsome from Fizzics Education About UTS Mentor Science+ Science Extension HSC Students are challenged to examine a scientific research question influenced by the study of one or more of the scientific disciplines. Uniquely for this HSC subject, students will produce a detailed scientific research report that reflects the standards generally required for publication in a scientific journal. Science Extension lays a foundation for students to pursue further study in Science, Technology, Engineering or Mathematics (STEM) based courses offered at the tertiary level, and to engage in new and emerging industries. UTS works with schools to place students together with mentors to do real scientific research. Learn more About Dr Lisa Cabral Lisa completed her undergraduate degree Bachelor of Science in 1989 at The Flinders University of SA, completed her PhD in 2003 at UNSW and completed her Graduate Diploma of Education in 2014. Lisa is an experienced researcher/educator, with 12 years teaching undergraduate, honours and PhD students in the School of Medicine at the University of New South Wales, 9 years teaching with CSIRO's Scientists in Schools partnership, 4 years as a Medical Ethics tutor to First- and Second-Year Medicine students and 9 years experience teaching Science to secondary school students. She has a strong partnership with the Science Teachers Association of NSW (STANSW), being a presenter and convenor for STANSW Meet the Marker Conferences and Professional Learning Communities and is currently editor of the journal Science Education News. Lisa is excited to be leading and delivering teaching activities within the Faculty of Science HSC Mentor Science+ Science Extension program to foster and build relationships with NSW High School Science communities. Learn more Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode?  Share it!The FizzicsEd podcast is a member of the Australian Educators Online Network (AEON )http://www.aeon.net.au/See omnystudio.com/listener for privacy information.

This edWeb podcast is sponsored by Solution Tree.The webinar recording can be accessed here.In this edWeb podcast, you hear from Bo Ryan, Author of The Brilliance in the Building and Principal of Ana Grace Academy of the Arts 6-8 (CT). Bo shows how your urban school can make an impact on student achievement and change the trajectory of student lives using the time available during the day, the resources in the book, and the brilliance in the building—your amazing staff!Written with the needs of urban educators in mind, this essential guide shares specific action steps and ready-to-use tools for supporting successful Professional Learning Communities at Work®. All of the reproducibles were created based on 25 years of extensive research and actual use in schools. Leaders and staff in urban schools cannot do this work in isolation; they must work together to accomplish their goals, therefore, the work in this book is grounded in the PLC at Work principles. Listen to this session to learn how to create:A culture of care in your school environmentA culture of collaboration in your building with three categories: maximizing time, ensuring the success of teams, and coaching the teamsShared knowledge of the learning block process focused on creating a guaranteed and viable curriculum; creating, administering, and scoring common formative assessments; and meeting in data teams while bringing the team meeting to the classroomA culture of continuous learning in your school to provide staff with job-embedded, cost-effective professional developmentThis edWeb podcast is of interest to K-12 teachers and school leaders.Solution Tree Providing research-based, results-driven services that improve learning outcomes for students.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Nathaniel Provencio has worked in the public education field since 2001 as a classroom teacher, building administrator and associate superintendent . In 2010, he became the principal of Minnieville Elementary in Prince William County, Virginia. Under his leadership, Minnieville Elementary was recognized as a Virginia Distinguished Title 1 School, became a National Model Professional Learning Community and was the winner of the 2019 Richard DuFour PLC Award.Mr. Provencio has been honored as the 2017 Prince William County principal of the year, the 2017 Washington Post Principal of the Year and the 2019 Virginia National Distinguished Principal of the Year.Mr. Provencio is the author of Community Connections and Your PLC at Work, which focuses on how schools can utilize the professional learning community framework to enhance family and community engagement.Mr. Provencio graduated from the University of North Alabama in 2001 with a degree in education and has a master's degree in education administration from George Mason University in which he was recognized as one of 50 all-time George Mason University Alumni.Join us for this insightful conversation about improving schools by implementing Professional Learning Communities, focusing on customer service in education, and investing in people over products.IN THIS EPISODE, WE DISCUSS: Nathaniel's journey from substitute teacher to superintendent, and now education consultant. What a professional learning community is and Nathaniel's two-pronged approach to build an award winning one. Core ideas to help administrators use the the professional learning community framework to do this in their own schools. Increasing community and family engagement. The benefits of shifting to a customer service approach as a school leader. Positive and negative trends Nathaniel has seen working with schools across the country. RESOURCES AND LINKS MENTIONED IN THIS EPISODE: Connect with Nathaniel on X and LinkedIn Visit www.provenprincipalllc.com to learn more about Nathaniel and his work. Check out Nathaniel's YouTube channel. Get your copy of Rebel Educator: Create Classrooms Where Impact and Imagination Meet Learn more about Rebel Educator, explore our professional development opportunities for educators and students, and check out our project library. Visit us at UP Academy to learn more about our personalized and inclusive learning environment. Connect with Tanya and UP Academy on LinkedIn, Facebook, and Instagram and learn more about her journey here. Enjoying the show? Leave us a rating and review and help more people find us!bit.ly/RebelEducatorApplePodcastsWe'd love it if you could take a few minutes to fill out this survey to let us know how we can bring you the best possible content: forms.gle/JcKHf9DHTZnYUmQr6 Interested in being on the Rebel Educator podcast? Fill out this form and we'll reach out to you if we think you'd be a great fit for an upcoming episode. https://forms.gle/CZJXLQDdevPh22ZN7Want to learn more about opening your own UP Academy? Check out the Rebel Educator Accelerator:www.rebeleducator.com/courses/the-acceleratorMORE ABOUT THE REBEL EDUCATOR PODCAST:In each episode of the Rebel Educator podcast, I deconstruct world-class educators, students, and thought leaders in education to extract the tactics, tools, and routines that you can use as teachers and parents. Join me as we discuss how to shift the classroom, the learning environment, the mindset, and the pedagogy, to resist tradition, reignite wonder, and re-imagine the future of education.This podcast is dedicated to all of the educators who work thankless hours to make our next generation the best it can be.  It was designed to begin conversations on how we can redesign education for the future of work and the success of our students.  It is meant for teachers, students, administrators, homeschoolers and anyone who interacts with and teaches youth. 

We are excited to have NorthStar Principal, Katie Ahmadzai on the show today! Listen as Katie discusses NorthStar's professional development plan for our teachers, specifically surrounding a PLC, or professional learning community. Lifelong learning is not only a desire we have for our students, but also the faculty and staff at NorthStar. Be encouraged as you hear the ways we intentionally grow together as a community of learners!

Nathaniel Provencio has worked in the public education field since 2001 as a classroom teacher, building administrator and associate superintendent . In 2010, he became the principal of Minnieville Elementary in Prince William County, Virginia. Under his leadership, Minnieville Elementary was recognized as a Virginia Distinguished Title 1 School, became a National Model Professional Learning Community and was the winner of the 2019 Richard DuFour PLC Award.Mr. Provencio has been honored as the 2017 Prince William County principal of the year, the 2017 Washington Post Principal of the Year and the 2019 Virginia National Distinguished Principal of the Year.Mr. Provencio is the author of Community Connections and Your PLC at Work, which focuses on how schools can utilize the professional learning community framework to enhance family and community engagement.Mr. Provencio graduated from the University of North Alabama in 2001 with a degree in education and has a master's degree in education administration from George Mason University in which he was recognized as one of 50 all-time George Mason University Alumni.Websitewww.provenprincipalllc.comSocial Media Information@provenprincipalResources MentionedUnder Presssure - Queen/David BowieShow Sponsor – National Association for Primary Education (NAPE)https://nape.org.uk/https://www.educationonfire.com/blog/ - Video with Al KingsleyFor support with podcasting & video please visit www.educationonfire.com/media Watch the Education on Fire Live Show every Tuesday www.educationonfire.com/youtubeMentioned in this episode:NAPE Al Kingsley Summit PromoWatch Mark Taylor interview Al Kingsley about 'Creating Digital Strategies for Schools' as part of the Primary Education Summit 2023 - Visions for the Future - presented by National Association for Primary Education (NAPE) https://www.educationonfire.com/creating-digital-strategies-for-schools/

I really love coaching call episodes! You get to hear about some of the real challenges coaches in the field are facing on campus and get some helpful tips. This episode I'm joined by Stacy Amsden, a second-year instructional coach. During the call, we problem solve some issues she's having at her school around data and assessments. Stacy and I talk about how she can support her teachers with these challenges through PLCs. On the call, we work through ideas for getting started with data PLCs, including establishing structures and roles. Stacy and I also explore one of the most common issues coaches deal with – staying in your coaching lane and not stepping into the role of an administrator. We also discuss how to use data as a tool for teacher reflection, tips for getting buy-in, strategies for modeling the data analysis process, and ways to develop a community of learners. Listen now to learn more about using data and assessments to guide instruction! -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/ Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B Data Forms for Instructional Coaches - https://buzzingwithmsb.com/product/data-forms-for-instructional-coaches The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode172   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros  

Does this sound familiar? You've been told to simply hire a few diverse employees and call it a day, expecting your organization to magically become inclusive. But the reality is, this ineffective action leaves you feeling frustrated and stuck. You're yearning for a truly inclusive organization that celebrates diversity and fosters a sense of belonging, but you're not sure how to achieve it. It's time to break free from the pain of ineffective actions and join a professional learning community for leaders who are committed to creating inclusive organizations.

Are your data meetings all talk and no action? Join me as I chat with Jessica Zimmerman about how we can use the data we're collecting to guide instruction and meet the individual needs of our students. During this episode, we explore different types of data, the benefits of analyzing multiple forms of data including student work, and the characteristics of an effective data meeting. You'll learn about the benefits of using pre-assessment data and the importance of building in planning time after looking at data. Listen to this episode to learn more about the meaningful use of data for data-driven instruction. -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/ Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B Data Forms for Instructional Coaches - https://buzzingwithmsb.com/product/data-forms-for-instructional-coaches The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode170   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros  

Yes to collaboration!!! But, KILLaboration is something to avoid. Let's connect with each other to get better...not to become the same. Let's work on improving education...not just standardizing it. Ideas drawn from a section of my book, Teach Like a Pirate. I also riff on the quote, "The smartest person in the room is the room." I also share what I would like to do as an edcamp session back in the day. Share your thoughts using the #DaveBurgessShow hashtag. Connect with me!X: @burgessdaveInstagram: @dbc_incTikTok: pirate.teacherWebsite: daveburgess.com and daveburgessconsulting.com

Listen in while Jessica and Amber discuss how our schools are recommitting to the PLC process and collaboration! We are seeing teachers take pride more than ever in their instruction. Student data and instructional intentionality is soaring and we couldn't be more proud. --- Support this podcast: https://podcasters.spotify.com/pod/show/literacy-link/support

Many of my listeners don't know this, but I went to a private Catholic school until 8th grade before transitioning to a public high school. I had what I like to call “Catholic school RtI”, where I got extra reading help with Sister Marie (and it paid off!).I've focused a lot of my content on issues impacting the public schools, so when I connected with Tom Conroy, a Catholic school principal, I thought he'd bring an interesting perspective to the show; especially because I know that many of my listeners may be working with students who attend private schools. Tom Conroy is currently the principal of Our Lady of the Lake Catholic School in Verona, NJ. He retired from public school after 30 years and dove into the world of Catholic Education. Tom has held both teaching and administrative positions on the elementary, middle, high school, and district levels. Tom served for eight years on the New Jersey Principal and Supervisor Association/Foundation for Education Administration (NJPSA/FEA) Leadership Academy Development and Presentation Teams. Tom completed both his undergraduate and graduate work at Montclair State University.We start out by discussing some differences in private vs. public education; but transition to talking about topics that will be useful regardless of what K-12 setting you're in. In this episode, we discuss:✅Do private schools have more resources and support than public schools? ✅Why a school curriculum should be a living document and tool for communication (and not a scripted program).✅How to reform curriculum in a way that builds a culture of autonomy and how to create alignment across grade levels, buildings, and disciplines (including related service providers).✅The inner workings of successful professional learning communities (and why they help eliminate unproductive staff meetings).✅How to maintain a high level of rigor in standards and assessment protocols, without “teaching to the test” and overemphasizing standardized tools. In this episode, I mentioned the Time Tracking Journal, a strategy for improving time-management, future planning, and executive functioning during daily tasks like academic assignments or daily routines. You can learn more about the Time Tracking Journal here (https://drkarendudekbrannan.com/timejournal). You can connect with Tom on LinkedIn here(https://www.linkedin.com/in/thomas-conroy-0ab187b0/), or connect with him on the My Lady of the Lake website here (https://myoll.org/faculty-and-staff). 

Have you ever found yourself struggling to get teachers on board with collaborative planning? Do you want to improve your curriculum writing process with your PLCs? If you said yes, this episode is for you! Today educational justice coach, Lindsay Lyons joins me to talk about writing curriculum together. We discuss leveraging PLCs for curriculum development, the challenges coaches face when planning curriculum with a team, and the different roles instructional coaches take on during the process. Lindsay gives us ideas for creating a shared vision while supporting teachers with different backgrounds and philosophies. She also explains how she encourages teachers to experiment with different teaching strategies. Writing curriculum together with your PLCs is no easy task, but it's incredibly fulfilling when done well. This episode is packed with ideas and practical advice to help you build effective structures for co-creating curriculum with your teaching team. Listen now! -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/ Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode163   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros  

In less than 10 minutes, you'll learn from Susan Hansen, Instructional Coach, public school educator for 18 years, children's writer, and collage artist. Susan emphasizes the need for teachers to take ownership of their learning. She highlights the power of reflection in professional growth and advocates for creating a supportive learning community where educators can openly share experiences and learn from mistakes. The chat encourages a culture of continuous improvement and collaboration for the greater good of education.

If you want to create change across a school, you've got to get teachers together to see teaching in action. In this episode, we're talking about building PLCs through open classrooms. You'll learn the benefits of instructional rounds and how they help build a community of learners. I share a step-by-step process instructional coaches can follow for implementing instructional rounds. I take you through the process, from ghost walkthroughs to classroom visits. You learn about picking an area of focus, setting norms, and involving teachers in the process. Listen now to learn how to foster a culture of learning with open classrooms. -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/ Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode162   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros  

Vicki Wilson is an educator, author, consultant, and professional development presenter who has served children and educators for over 30 years as a teacher and principal. She is passionate about education - especially about adult learning and the value/impact it has on student learning.  Vicki's interests include educator learning, leadership, organizational change, progressive and innovative practices in education, and leveraging best practices at school to make an improvement so that all students get the best possible education. Vicki is especially proud of the journey she took as a 16-year principal where she lead a school through a closing and merger, instituted a strength-based approach to instructional rounds empowering teachers to learn and grow from each other's strengths, and eventually led her school to become a nationally recognized Model PLC School by Solution Tree.  Under Vicki's leadership, Monroe became known as a student-centered school that values both student and adult collaborative learning. In 2020, Vicki Published Lead With Instructional Rounds: Creating a Culture of Professional Learning, a Lead Like a Pirate Guidebook, with Dave Burgess Consulting. This book shares the journey of a difficult school merger and how it healed and grew into a healthy school culture using a unique school-centered approach to instructional rounds. In 2021, Vicki was part of a 100 author collaboration to write 100 No-Nonsense Things That All Teachers Should Stop Doing and 100 No-Nonsense Things That All Administrators Should Stop Doing, both published by Pushing Boundaries Consulting.Currently Vicki trains and develops schools to implement her grassroots approach to instructional rounds with a strength-focused lens that empowers school staff to learn and grow from and with each other. She also works with Solution Tree as an associate to deliver professional development in Professional Learning Communities at Work, consults and leads professional learning with schools/districts through the transition and change process associated with school closings and mergers, and coaches/mentors school leaders.  Vicki enjoys connecting with a professional learning network (PLN) through Twitter, Twitter chats, blogs, and events.Key Takeaways:Use your staff meetings to share positive wise practices from instructional rounds.You must make special time to validate the hosts of your instructional rounds so that it builds intrinsic value.Write validating notes to classroom teachers who host visits.There needs to be a structured way to share results of instruction around with the whole staff.The power of positive talk only is what makes grassroots change from instructional rounds successfully occur.Never force people to participate in instructional rounds, but always continue to positively invite.You must explicitly separate yourself from the role of evaluator during instructional rounds for them to be successful.Use body language and other physical queues to show that you are facilitating, not evaluating.Start instructional rounds slow with ideas. Like, "Give One, Get One" to plant seeds.Remember to Collaborate:Website

Vicki Wilson is an educator, author, consultant, and professional development presenter who has served children and educators for over 30 years as a teacher and principal. She is passionate about education - especially about adult learning and the value/impact it has on student learning.  Vicki's interests include educator learning, leadership, organizational change, progressive and innovative practices in education, and leveraging best practices at school to make an improvement so that all students get the best possible education. Vicki is especially proud of the journey she took as a 16-year principal where she lead a school through a closing and merger, instituted a strength-based approach to instructional rounds empowering teachers to learn and grow from each other's strengths, and eventually led her school to become a nationally recognized Model PLC School by Solution Tree.  Under Vicki's leadership, Monroe became known as a student-centered school that values both student and adult collaborative learning. In 2020, Vicki Published Lead With Instructional Rounds: Creating a Culture of Professional Learning, a Lead Like a Pirate Guidebook, with Dave Burgess Consulting. This book shares the journey of a difficult school merger and how it healed and grew into a healthy school culture using a unique school-centered approach to instructional rounds. In 2021, Vicki was part of a 100 author collaboration to write 100 No-Nonsense Things That All Teachers Should Stop Doing and 100 No-Nonsense Things That All Administrators Should Stop Doing, both published by Pushing Boundaries Consulting.Currently Vicki trains and develops schools to implement her grassroots approach to instructional rounds with a strength-focused lens that empowers school staff to learn and grow from and with each other. She also works with Solution Tree as an associate to deliver professional development in Professional Learning Communities at Work, consults and leads professional learning with schools/districts through the transition and change process associated with school closings and mergers, and coaches/mentors school leaders.  Vicki enjoys connecting with a professional learning network (PLN) through Twitter, Twitter chats, blogs, and events.Key Takeaways:Instructional rounds, when leveraged, create a common vocabulary and understanding among staff.We often have no idea all the positive things teachers are doing in their classrooms unless we are getting into classrooms on a consistent basis.Solid, successful systems take time to build and must start with culture.Start instructional rounds slow, but use the framework of 10 minutes in the class, 5 minutes dialog outside of the class, and then a complete dialogue, all based on what positives we're seeing how it positively impacted students. Make sure that all comments are positive.Don't always focus on deficits when you're trying to make improvements. Focus on strengths so they can be leveraged.Initiatives need to be grassroots if they're going to be successful.Remember to Collaborate:Website

SUPPORTING PROFESSIONAL LEARNING COMMUNITIES...HOW SCHOOLS AND THE EDUCATION INDUSTRY WORK TOGETHER FOR MUTUAL SUPPORT. Off we go to Pine Lake NC for a conversation with Instructional Technologist Becky Plotkin and Discovery's Sr. Mgr of Community Engagement  Ann Crilley. Learn more about the Discovery Education network here

SUPPORTING PROFESSIONAL LEARNING COMMUNITIES...HOW SCHOOLS AND THE EDUCATION INDUSTRY WORK TOGETHER FOR MUTUAL SUPPORT. Off we go to Pine Lake NC for a conversation with Instructional Technologist Becky Plotkin and Discovery's Sr. Mgr of Community Engagement  Ann Crilley. Learn more about the Discovery Education network here

Dr. Terry Ross is the President and Founder of New Teacher University. Dr. Ross has dedicated his adult life to public education and to ensure that all students receive a world-class education. He is an award-winning teacher and administrator. Serving as a classroom teacher, principal, associate superintendent, educational consultant/educational entrepreneur, and director for an educational nonprofit cemented Dr. Ross as a transformational leader. As a transformational leader, he has worked with many districts, charter management organizations, principals, and teachers to develop their capacity to make data-driven decisions and coach them to have robust Professional Learning Communities. His school work convinced him that the answers to students making dramatic gains in achievement lie within the communities, teachers, and leaders serving the students. Dr. Ross has trained thousands of educators and educational leaders nationwide to be data-driven, equity-centered advocates for students and their success. His philosophy is grounded in the belief that all students can and want to learn. He also believes that all families want what is best for their children. His background in Special Education has given him a ‘no opt out' attitude toward student learning and developed a ‘can do' spirit. How to Connect with Dr. Ross Website: ⁠https://www.amazon.com/Strategies-Developing-Resilient-Confident-Children/dp/1736798901/ref=sr_1_1?crid=2SNC70LP1QG0A&keywords=terry+ross+10&qid=1681566481&sprefix=terry+ross+10%2Caps%2C119&sr=8-1⁠ Email: trossterryr@aim.com Facebook: https://www.facebook.com/newteacheru/?viewas=100000686899395&show_switched_toast=0&show_invite_to_follow=0&show_switched_tooltip=0&show_podcast_settings=0&show_community_review_changes=0&show_community_rollback=0&show_follower_visibility_disclosure=0 LinkedIn: https://www.linkedin.com/in/terry-ross-ph-d-89b39671/ Amazon Link: https://www.amazon.com/Strategies-Developing-Resilient-Confident-Children/dp/1736798901/ref=sr_1_ --- Send in a voice message: https://podcasters.spotify.com/pod/show/educationconcierge/message

During my lifetime, an unholy alliance of educational theorists, Left-wing ideologues, power-hungry careerists, and connected Union bosses have captured most American public schools.  The COVID pandemic exposed their character to many.  Because of this, Americans are awakening to how bad things have become.  The cult of the visionary educational expert can be fought and defeated.  If, and only if, well-intentioned and interested citizens challenge these leaders and their propaganda, control, funding, and their very legitimacy, our schools can once again be ours!  Students, families, citizens, and even teachers deserve nothing less!Would you like to share your thoughts with Ralph?  Please email your comments to hello@idahospeaks.com or post your comments on @IdahoSpeaks on Twitter.Idaho Speaks is a listener supported production.  Please visit idahospeaks.com/support to learn more.Do you have something so say?  Interested in learning more about publishing on the Idaho Speaks Network?  Our nation was built on ideas and your idea could be the next political advancement for Idaho.  Call Ed at (208) 209-7170 or email hello@idahospeaks.com to start the conversation.

In this episode of Learning Unboxed, our guest is Bo Ryan, the principal of Ana Grace Academy of the Arts Elementary Magnet School in Bloomfield, Connecticut, and the author of “The Brilliance in the Building”. Bo is a passionate advocate for professional learning communities (PLCs) and believes in the power of collaborative teams in schools.In our conversation, Bo shares his insights into what PLCs are and why they are not yet widely implemented in schools. He discusses the benefits of building out collaborative teams within schools and how this approach can lead to more effective teaching and learning.Bo emphasizes the importance of learning by doing and shares his experiences with implementing PLCs at Ana Grace Academy of the Arts Elementary Magnet School. He also offers practical advice for educators who want to develop and sustain their own PLCs. Tune in to hear his expert insights and learn how you can build and sustain a professional learning community in your own school.To learn more, visit: pastfoundation.orgWe unbox:What professional learning communities are and why it isn't already being used in schoolsBuilding out collaborative teams within schoolsThe importance of learning by doingResources:Learn more: solutiontree.com/bo-ryanRead: The Brilliance in the BuildingConnect on LinkedIn: linkedin.com/in/bo-ryan-077a8299Produced by Nova Media

Toni Rose is joined by Whitnei Moore and Andrea Kowalski to talk about the MCP PLC they've developed at their school. Show Notes More info on MCP Webinars (https://www.modernclassrooms.org/webinars) and Scholarships (https://www.modernclassrooms.org/scholarships), as well as our special invite-only session! (https://www.modernclassrooms.org/april?tfa_3087=7013k000001mScbAAE&tfa_3092=Podcast) More info on MCP PLCs (https://www.modernclassrooms.org/plcs) Connect with Andrea and Whitnei: Email Andrea at akowalski@aceroschools.org (mailto:akowalski@aceroschools.org) Email Whitnei at wmoore@aceroschools.org (mailto:wmoore@aceroschools.org) (mailto:wmoore@aceroschools.org) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/)

Bo Ryan is principal of the Greater Hartford Academy of the Arts Middle School in Hartford, CT. Ryan also served as a Principal for Woodside Intermediate School in Cromwell, CT. He is passionate about building and sustaining professional learning communities; and led both schools to Model PLC status. Ryan has been an educator for 27 years with a background as a teacher, coach, director, adjunct professor, and administrator. His first job was as a graduate assistant football coach for Syracuse University where he was a full time football coach and graduate student. He was a part of 2 bowl victories and 1 Big East Championship with the team. His teaching career began at JC Clark Elementary in the city of Hartford. In the school, Ryan created various before school and after school programs for students in the neighborhood. His daily morning gym program was open for all students an hour before school and served hundreds of students on a daily basis. Also at JC Clark, he started a basketball team in the school to help the students most at-need. The season was from October to May. Ryan also coached football, basketball, and served as director of the National Youth Sports Program at the local college during the summer. In addition, Ryan taught a graduate class at St. Joseph's College for 4 years on using PLCs as the system for creating interventions. Ryan is a board member for the Connecticut Association of Schools Student Services Team. As a teacher, he was named both educator and teacher of the year. As a director, he led his camp, NYSP, to national recognition. As a coach, he coached and supported athletes at both the collegiate and high school levels. At Woodside Intermediate School, they also were named a model SRBI and PBIS sight and welcomed visitors from all over. The school also served as a Professional Development School with Central Connecticut State University with college students, staff, and interns in the building at all times. A partnership was also created with Wesleyan University athletic department as athletes visited the school during recess and other times to support students. During his time at Woodside, Ryan presented on Professional Learning Communities to educators in CT and Massachusetts, presented on reading instruction to the CT Reading Association, and presented on RTI or SRBI in CT. Ryan helped open at brand new school in Hartford in a renovated factory. During his time, the school was selected a model professional learning community just 4 years after it opened. They were also selected a Solution Tree Success Story and featured on their website. As an educator, Ryan believes in relationship building with students and connecting with the community, as evident in 25 years of home visits. Ryan is currently a Solution Tree associate and certified PLC, RTI, and priority school presenter. He has presented across the United States on creating and sustaining PLCs in schools with the focus on the team. Bo earned undergraduate degrees from Western Connecticut State University, a master's degree from Syracuse University, and his sixth-year degree from Southern Connecticut State University. Key Takeaways: If you want to create a culture of collaboration you have to be creative in finding time to support it. You have to create templates for teachers to use if you are to maximize the time and coach them up. If you are to track the success of kids you need to break learning up into periods of time that provide data. Good instruction starts with collaborative teams. One of his chapters lines out the whole system for improved teaching and learning. You need to create systems when you don't have certified personnel that are needed. Tight loose leadership allows teachers to place the students where they're needed in a way that teachers can reach them. Reading is essential for students to improve academically. Make sure you hire people that have a high commitment to students and being good teammates regardless of years of experience. CREC calls them Associate Instructors. It's hard to create interventions when you aren't teaching skills for success and focusing on grades. Everything needs to be based on mastery of the standard. Its' critical to constantly be a learner, believe in your teachers, and continually improve. Stay Connected: Book: Brilliance in the Building