Energize Your Teams

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Table of Contents

Chapter 1: Energize Your Collaborative Teams
Chapter 2: A Continuum of Practice for PLCs
Chapter 3: The Team Coaching Cycle
Chapter 4: Highly Effective Collaborative Teams
Chapter 5: Guaranteed and Viable Curriculum
Chapter 6: A Balanced and Coherent System of Assessment
Chapter 7: Productive Data Conversations
Chapter 8: The Pyramid of Interventions
Chapter 9: Willis ISD: Practical Implications of Coaching Teams
Appendix A: SIG and Pathway Tools
Appendix B: Index of Strategies, Activities, and Protocols

REPRODUCIBLES

Chapter 4

• Module 4.1: Why Should We Collaborate?
• Module 4.1: Are We a Group or a Team?
• Module 4.2: Conditions to Consider Before Establishing Collaborative Teams
• Module 4.3: Focus: A State or Condition Permitting Clear Perception and Understanding
• Module 4.3: Structures: The Building Blocks of Collaboration
• Module 4.3: Clarifying Roles and Responsibilities: A Critical Task When Forming Collaborative Teams
• Module 4.3: Investments in High-Trust Relationships Produce Big Dividends for Collaborative Teams
• Module 4.3: Connoisseurs of Interactive Tools and Strategies: How Teams Use Process to Achieve Results

Chapter 5

• Module 5.1: Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?
• Module 5.1: Are We Making a List or Delivering on a Promise? The Unintended Consequences of Believing All Standards Are Equal
• Module 5.2: A Guaranteed and Viable Curriculum Is Not a Proper Noun
• Module 5.3: Prioritizing the Standards Using R.E.A.L. Criteria
• Module 5.3: Is It R.E.A.L. or Not?
• Module 5.3: Is This Standard R.E.A.L?
• Module 5.4: Unwrapping the Standards: A Priceless Professional Development Opportunity
• Module 5.5: Crafting I Can Statements: A Practice Worth Pursuing

Chapter 6

• Module 6.1: Why Should We Use Common Assessments?
• Module 6.1: The Secret to Success
• Module 6.2: A Balanced and Coherent System of Assessment
• Module 6.3: Four Steps to Creating Valid and Reliable Common Assessments
• Module 6.3: Evaluating the Quality of an Assessment
• Module 6.4: The Power of Distractors
• Module 6.5: Shifting the Purpose of Preassessments: Providing Evidence to Inform Instructional Practice

Chapter 7

• Module 7.1: Double Duty Data: Understanding the Dual Roles of Using Data in a PLC
• Module 7.2: Three Rules to Help Manage Assessment Data
• Module 7.3: Types of Data Conversations
• Module 7.3: Unclutter Your Team’s Data Conversations
• Module 7.4: It’s Not Pixie Dust, It’s Protocol
• Module 7.4: Protocols: A Powerful Prescription for Professional Learning
• Module 7.5: Facilitating Productive Data Conversations

Chapter 8

• Module 8.1: Why Should We Implement Systematic Interventions?
• Module 8.1: Dialogue Dice
• Module 8.2: Ensure the Successful Implementation of Interventions in a PLC
• Module 8.2: How Do Our School’s Current Practices Align With the Essential Elements of RTI?
• Module 8.3: The Need for Speed: Criteria for Designing an Effective Pyramid of Interventions
• Module 8.4: Regrouping Versus the Classroom Approach: Choosing the Better Way
• Module 8.5: Responding to That “Pesky” Question Four in a PLC: How Will We Extend the Learning for Students Who Are Already Proficient?

Chapter 9

• A Step-by-Step Process for Developing the Indicators
• Looks Like, Sounds Like, Feels Like Protocol

Appendix A

• Strategy Implementation Guide
• Pathways for Coaching Collaborative Teams in a PLC: The Five Prerequisites of a PLC
• Pathways for Prerequisite One: Educators Work in Collaborative Teams, Rather Than in Isolation, and Take Collective Responsibility for Student Learning
• Pathways for Prerequisite Two: Collaborative Teams Implement a Guaranteed and Viable Curriculum, Unit by Unit
• Pathways for Prerequisite Three: Collaborative Teams Monitor Student Learning Through an Ongoing Assessment Process That Includes Frequent, Team-Developed, Common Formative Assessments
• Pathways for Prerequisite Four: Educators Use the Results of Common Assessments to Improve Individual Practice, Build the Team’s Capacity to Achieve Its Goals, and Intervene and Enrich on Behalf of Students
• Pathways for Prerequisite Five: The School (or Each Team) Provides a Systematic Process for Intervention and Extension

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. (2018). Make it happen: Coaching with the four critical questions of PLCs at Work. Bloomington, IN: Solution Tree Press.
• Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with the Common Core: A toolkit for Professional Learning Communities at Work. 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. (2009). Pyramid response to intervention: RTI, professional learning communities, and how to respond when kids don’t learn. 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.
• Dimich, N. (2015). Design in five: Essential phases to create engaging assessment practice. Bloomington, IN: Solution Tree Press.
• DuFour, R. (2018). Passion and persistence: How to develop a Professional Learning Community at Work [DVD] (Revised ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New insights for improving schools. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2010). Raising the bar and closing the gap: Whatever it takes. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for Professional Learning Communities at Work (1st ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., & Many, T. W. (2010). Learning by doing: A handbook for Professional Learning Communities at Work (2nd ed.). 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.
• DuFour, R., Eaker, R., & DuFour, R. (2007). The power of Professional Learning Communities at Work: Bringing the big ideas to life [DVD]. Bloomington, IN: Solution Tree Press.
• DuFour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at Work. Bloomington, IN: Solution Tree Press.
• DuFour R., & Marzano, R. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.
• Glaude, C. (2011). Protocols for professional learning conversations: Cultivating the art and discipline. Bloomington, IN: Solution Tree Press.
• Lipton, L., & Wellman, B. (2012). Got data? Now what? Creating and leading cultures of inquiry. Bloomington, IN: Solution Tree Press.
• Many, T., Maffoni, M., Sparks, S., & Thomas, T. (2018). Amplify your impact: Coaching collaborative teams in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Many, T. W., Maffoni, M. J., Sparks, S. K., & Thomas, T. F. (2020). How schools thrive: Building a coaching culture for collaborative teams in PLCs at Work. Bloomington, IN: Solution Tree Press.
• Marzano, R. J., & Simms, J. A. (2013). Coaching classroom instruction. Bloomington, IN: Marzano Resources.
• Marzano, R. J., Warrick, P. B., Rains, C. L., & DuFour, R. (2018). Leading a high reliability school. Bloomington, IN: Marzano Resources.
• Marzano, R. J., Warrick, P., & Simms, J. A. (2014). A handbook for high reliability schools: The next step in school reform. Bloomington, IN: Marzano Research.
• Marzano, R. J., Yanoski, D. C., Hoegh, J. K., & Simms, J. A. (2013). Using Common Core standards to enhance classroom instruction and assessment. Bloomington, IN: Marzano Resources.
• Mattos, M., & Buffum, A. (Eds.). (2015). It’s about time: Planning interventions and extensions in secondary school. Bloomington, IN: Solution Tree Press.
• Mattos, M., DuFour, R., DuFour, R., Eaker, R., & Many, T. W. (2016). Concise answers to frequently asked questions about Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• Reeves, D. (Ed.). (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington IN: Solution Tree Press.
• Roberts, M. (2020). Shifting from me to we: How to jump-start collaboration in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Smith, W. R. (2015). How to launch PLCs in your district. Bloomington, IN: Solution Tree Press.
• Sparks, S. K. (2008). Creating intentional collaboration. In The collaborative teacher: Working together as a professional learning community (pp. 31–55). Bloomington, IN: Solution Tree Press.
• Sparks, S. K., & Many, T. W. (2015). How to cultivate collaboration in a PLC. Bloomington, IN: Solution Tree Press.
• Stephenson, S. (2009). Leading with trust: How to build strong school teams. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

Websites

• National School Reform Faculty
• School Reform Initiative