California Principals Support Network

Building culture, equity, and effective systems of support in a PLC

What you will learn

During this six-day program, teams will deepen their understanding and implementation of professional learning community (PLC) practices and ways to embed and sustain these practices for continuous improvement in student learning. The focus will be on how to align PLCs with the creation of equitable school systems and intervention/extension systems of support, such as response to intervention (RTI). Special attention will be given to understanding how to address obstacles, challenges, and resistance. Teams will learn to focus their limited time and energy on the right work and most impactful actions to maximize student learning.

How is the CAPS Network different?

• Network design is based on research supporting deep, powerful, and reflective learning.
• Multiyear program and action planning develops the effectiveness of a school’s guiding coalition and helps build equitable policies, practices, and procedures that promote high levels of learning for all students.
• Superintendents and district staff are welcome to attend as guests to learn how to create systems that support principals and teacher leaders.

2024/2025 Location Details Coming Soon!

I’m interested in joining/hosting a CAPS Network Cohort

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See the impact PLCs have had in the Tulare School District

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Partner with us to create student-centered learning for all

At Solution Tree, we share the vision of California schools that all students can learn. Since 1998, we’ve helped more than one million educators—including your colleagues in neighboring schools and districts—navigate challenging issues that lie in the path of student success. We do this by offering the highest-quality professional learning and embedded coaching in support of raising student achievement.

Data-affirmed. Results-oriented. Professional Learning Communities at Work^®

Professional learning communities are schools that empower educators to work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.

At the heart of the PLC at Work process are four critical questions that drive the daily actions of every team member:

1. What is it we want our students to know and be able to do?
2. How will we know if each student has learned it?
3. How will we respond when some students do not learn it?
4. How will we extend the learning for students who have demonstrated proficiency?

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