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The Big Book of Tools for Collaborative Teams in a PLC at Work®
Organized around the four critical questions of PLC at Work®, this resource provides collaborative teams with tools to become agents of positive change. Objectives are organized in an explicit structure to foster best practices in teaching and improve team learning outcomes.
Benefits
- Discover how to address the many challenges teams face, and develop the skills necessary to improve student learning.
- Understand how to build a solid foundation for your collaborative efforts.
- Study strategies for effectively developing a guaranteed and viable curriculum, common formative assessments, and remediation and extension opportunities.
- Obtain targeted support and tools that you can use immediately to strengthen the work of your collaborative team.
- Explore the core behaviors that are essential to collaborative success.
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TABLE OF CONTENTS
Chapter 1: Strengthening the Collegial Practices of Learning TeamsChapter 2: What Do We Want Students to Learn?
Chapter 3: How Will We Know Students Are Learning?
Chapter 4: How Will We Respond When Some Students Don’t Learn?
Chapter 5: How Will We Extend Learning When Students Are Already Proficient?
REPRODUCIBLES
Introduction
- Matrix: Identifying Resources Worth Exploring
Chapter 1
- Tool: Developing Team Norms
- Tool: Establishing Team Roles
- Tool: Learning Team Meeting Notes
- Tool: Fist-to-Five Rating Scale
- Checklist: Tasks Teams Can Tackle During Collaborative Meetings
- Tool: Team Task Tracking
- Tool: Team Meeting Evaluation Strips
- Checklist: Professional Development for Learning Teams
- Tool: Record of Team Accomplishments
- Tool: Building Consensus Around Difficult Decisions
- Tool: Resolving Conflict With a Colleague
- Tool: What Is Your Team Monitoring?
- Tool: Learning Team Quarterly Reflection
- Survey: The State of Your Learning Team
- Survey: The Trust on Your Learning Team
Chapter 2
- Checklist: Identifying Essential Learning Outcomes for a Unit of Study
- Tool: Unpacking Essential Standards
- Sample: Unpacking Essential Standards—Kindergarten
- Tool: Pacing Guide for a Cycle of Instruction
- Sample: Pacing Guide for a Cycle of Instruction
- Tool: Developing Exemplars to Standardize Expectations
- Sample 1: Developing Exemplars to Standardize Expectations—High School Social Studies
- Sample 2: Developing Exemplars to Standardize Expectations—High School Social Studies
- Tool: SMART Goal Worksheet
- Sample: SMART Goal Worksheet—Third-Grade Team
- Sample: SMART Goal Worksheet—American Government
- Tool: Essential Standards Chart
- Sample: Essential Standards Chart—Second-Grade Mathematics
- Tool: Identifying Important Questions to Study Together
- Protocol: Identifying Important Questions to Study Together
- Tool: Spotting Patterns in Standardized Tests and Universal Screening Data
- Tool: Helping Singletons Identify Academic Skills and Dispositions Worth Studying
- Tool: Helping Singletons Identify Essential Outcomes to Study
- Survey: Does Your Team Have a Guaranteed and Viable Curriculum?
- Tool: Guaranteed and Viable Curriculum Reflection Questions
Chapter 3
- Tool: Building a Common Formative Assessment
- Tool: Using the ACID Test to Evaluate a Common Formative Assessment
- Tool: Performance Tracking Table
- Sample 1: Performance Tracking Table—Elementary School Mathematics
- Sample 2: Performance Tracking Table—Middle School Science
- Tool: Common Formative Assessment Data Tracker—Individual Results
- Tool: Common Formative Assessment Data Tracker—Team Results
- Sample: Common Formative Assessment Data Tracker—Team Results
- Tool: Team Analysis of Common Formative Assessment Data
- Tool: Writing a Good Selected-Response Question
- Tool: Instructional Implications of Common Formative Assessment Data
- Tool: Individual Teacher Reflection on Student Learning Data
- Sample: Individual Teacher Reflection on Student Learning Data
- Tool: Defining Frequent Mistakes on a Common Formative Assessment
- Tool: Tracking Frequent Mistakes on a Common Formative Assessment—Individual Teacher
- Tool: Tracking Frequent Mistakes on a Common Formative Assessment—Team Results
- Tool: Progress-Tracking Cards for Primary Students
- Tool: Not Yet and You Bet Lists for Primary Students
- Tool: Unit Overview Sheet for Student Self-Assessment in Upper Elementary, Middle, and High School
- Sample: Unit Overview Sheet for Student Self-Assessment in Upper Elementary, Middle, and High School
- Tool: Evidence of Practice in Action
- Tool: Evidence of Practice in Action—Teacher Self-Reflection
- Tool: Practice-Centered Peer Observation
- Tool: Understanding Common Assessment Strategies
- Tool: Reflecting on the Dual Purposes of Common Formative Assessments
- Checklist: Rating Your Team’s Common Formative Assessment Practices
- Survey: Data Literacy
Chapter 4
- Tool: Prerequisites and Extensions for an Essential Outcome
- Tool: Tier 2 Intervention Tracking by Individual Teacher
- Tool: Team-Based Intervention Plan for Struggling Students
- Tool: List of Common Misconceptions for an Essential Outcome
- Tool: Rating the Effectiveness of Interventions on Your Learning Team
- Tool: Individual Student Intervention Report
- Tool: Quarterly Work Behaviors Student Self-Assessment
- Tool: Tracking Student Work Behaviors
- Tool: Intervention Plan for Student Work Behaviors
- Tool: Tier 2 Intervention Tracking by Learning Team
- Sample: Tier 2 Intervention Tracking by Learning Team
- Tool: Behavioral Analysis Protocol
- Tool: Creating a Record of Student Observations
- Tool: Using Where Am I Going? Checklists to Differentiate Learning Experiences
- Sample: Where Am I Going? Checklist
- Tool: Assessment Analysis Form
- Sample: Assessment Analysis Form
- Checklist: Rating Your Team’s Intervention Practices
Chapter 5
- Tool: Analyzing Your Team’s Extension Reality
- Tool: Extension Plan for a Unit of Study
- Tool: Weekly Extension Planning Template
- Tool: Using Proficiency Scales to Define Levels of Mastery
- Sample 1: Using Proficiency Scales to Define Levels of Mastery—Social Studies
- Sample 2: Using Proficiency Scales to Define Levels of Mastery—Physical Education
- Key: Using Depth of Knowledge Levels to Increase the Complexity of an Existing Task
- Tool: Using Depth of Knowledge Levels to Increase the Complexity of an Existing Task
- Tool: Building Your Learning Team’s Knowledge About Extensions
- Tool: Developing a Tiered Lesson Plan
- Tool: Developing a Tiered Task Card
- Sample: Tiered Task Card—Elementary School Reading
- Tool: Curriculum Compacting Contract
- Sample: Curriculum Compacting Contract—Eighth-Grade Science
- Tool: Creating a Review Tutorial for an Essential Standard
- Tool: Using Student Wonder Questions as Extension Tasks
- Tool: Tracking Real-Life Examples of Essential Outcomes in Action
- Tool: Rating the Extensions on Your Learning Team
- Tool: How Is Your Learning Team Spending Your Collaborative Time?
- Checklist: Evaluating Your Team’s Extension Practices
SUGGESTED RESOURCES
Books
- Bailey, K., & Jakicic, C. (2012). Common Formative Assessment: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Bailey, K., & Jakicic, C. (2017). Simplifying Common Assessment: A Guide for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Bailey, K., & Jakicic, C. (2019). Make It Happen: Coaching With the Four Critical Questions of PLCs at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., & Mattos, M. (2020). RTI at Work Plan Book. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A Handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
- Conzemius, A. E., & O’Neill, J. (2014). The Handbook for SMART School Teams: Revitalizing Best Practices for Collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., & DuFour, R. (2012). The School Leader’s Guide to Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- Erkens, C., Jakicic, C., Jessie, L. G., King, D., Kramer, S. V., Many, T. W., et al. (2008). The Collaborative Teacher: Working Together as a Professional Learning Community. Bloomington, IN: Solution Tree Press.
- Ferriter, W. M., & Cancellieri, P. J. (2017). Creating a Culture of Feedback. Bloomington, IN: Solution Tree Press.
- Ferriter, W. M., Graham, P., & Wight, M. (2013). Making Teamwork Meaningful: Leading Progress-Driven Collaboration in a PLC. Bloomington, IN: Solution Tree Press.
- Graham, P., & Ferriter, W. M. (2010). Building a Professional Learning Community at Work: A Guide to the First Year. Bloomington, IN: Solution Tree Press.
- Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Resources.
- Marzano, R. J., Warrick, P. B., Rains, C. L., & DuFour, R. (2018). Leading a High Reliability School. Bloomington, IN: Solution Tree Press.
- Roberts, M. (2019). Enriching the Learning: Meaningful Extensions for Proficient Students in a PLC at Work. Bloomington, IN: Solution Tree Press.
- Weichel, M., McCann, B., & Williams, T. (2018). When They Already Know It: How to Extend and Personalize Student Learning in a PLC at Work. Bloomington, IN: Solution Tree Press.
