Linda,
As for your question on PLCs, I am not an expert, but what worked at my  
school was for the teachers to brainstorm their own questions...what do they  
want 
to know or learn more about. Then look for patterns and commonalities among  
the questions. The K team I am working with had questions related to the  
implementation of a new reading series which set aside time for small group  
instruction AND they wanted better ways to meet the needs of both the 
struggling  
kids and those who were entering K reading. We combined the two main questions  
to develop an essential question for study about how to use small  group 
instruction to meet the needs of all K kids. We moved into work  with the book 
The 
Daily Five after that.    It doesn't  really work to say---"we are all going 
to study comprehension strategies  now."  You also have to attend to the 
process...ground rules for how you  will work together. The administration 
needs to 
be supportive and give time to  reflect. We use what would have been faculty 
meeting time.  Happily, two  out of the six member of our K team heard my 
instructional facilitator talk  about To Understand at an inservice and they 
are 
both starting to read  the book. I am selfishly hoping that their interest and 
enthusiasm will  transfer to their team and we'll develop a new PLC topic for 
next year but  that is totally up to them. 
 
There are books on Professional Learning Communities---most published I  
think by ASCD. If you really want to get them started, it is worth doing a  
little 
reading. Professional Learning Communities are terrific forms of staff  
development---but it has to be teacher driven. And...isn't that what we want  
anyway??? Thinking students and thinking teachers??? 
Jennifer
 
In a message dated 4/20/2008 10:07:43 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

I agree  with Ellin and all of you about looking at what we teach and making 
it  better.  How do you get professional learning communities started.   Most 
of our staff thinks if it works - if the lesson goes well, move on to the  
next. I have heard "if it isn't broke, don't fix  it."








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