PLC at Work Events

It has been said that isolation is the enemy of improvement, and yet singleton teachers are too often left alone. Singleton teachers are the only ones at a school who teach a specific course or subject—like a music or art teacher or the only physics teacher—and these teachers often ask how they can effectively participate on a collaborative team at a PLC school (e.g., teachers who teach the same course or subject). Additionally, leaders frequently ask what they should be doing to guide and support these outstanding educators.

Achieve equity. Elevate learning. With top-notch training delivered by nationally renowned experts, the Summit will transform the way you think about PLC.

This two-day workshop will highlight what leaders and teams do to improve their professional practice in an effort to help more students learn at higher levels.

Learn how to provide the clarity, feedback, and support necessary for teams to grow in the right work and leave with a plan for implementing best coaching practices in your school or district.

This two-day workshop will highlight what leaders and teams do to improve their professional practice in an effort to help more students learn at higher levels.

Maria Nielsen helps teams see the big picture of a PLC and put it all together in a recurring cycle of collective inquiry. The 15-day challenge is a practical way to bring the PLC process to life.

Maria Nielsen helps teams see the big picture of a PLC and put it all together in a recurring cycle of collective inquiry. The 15-day challenge is a practical way to bring the PLC process to life.

It has been said that isolation is the enemy of improvement, and yet singleton teachers are too often left alone. Singleton teachers are the only ones at a school who teach a specific course or subject—like a music or art teacher or the only physics teacher—and these teachers often ask how they can effectively participate on a collaborative team at a PLC school (e.g., teachers who teach the same course or subject). Additionally, leaders frequently ask what they should be doing to guide and support these outstanding educators.

Schools that truly want to “create lifelong learners” must understand the influence that their actions in the classroom have on realizing this mission. Creating lifelong learners depends on more than good intentions; it depends on intentional actions designed to encourage students to realize that they have the capacity to move their own learning forward regardless of life circumstances or experiences. While this truth is likely something that most teachers already believe, integrating practices that build student self-efficacy into daily instruction remains elusive in most classrooms. Creating lifelong learners happens only when teachers move from knowing about the importance of student self-efficacy to doing something about it.