Kindergarten 4 15.4%

1st Grade 5 19.2%

2nd Grade 4 15.4%

3rd Grade 4 15.4%

4th Grade 3 11.5%

5th Grade 3 11.5%

ECP 3 11.5%

26 responsesPublish analytics

Summary

Grade Level

In your own words, what is collaboration?

Bringing different ideas, backgrounds, and ideals while working together to reach a

common goal.

Collaboration is sharing strategies to meet a common goal.

Combining different ideas and working together for a common goal.

Collaboration in working together to reach a common goal. Sharing of ideas and

strategies with fellow peers.

Collaboration with my professional group has been working together sharing ideas and

thoughts to better the children that we have to work with. Teaching is a learning

experience and their is know one that knows all!

Working together towards a common goal

Working together as a team in all aspects of the day: lesson plans, ideas, duties, being a

listener

Edit this form

15.4%

15.4%

15.4%

19.2%

elrobbins.nc@gmail.com

working together to meet a common goal

Working together as a team. Sharing ideas.

Working together to best meet the needs of the students and each other.

collaboration is where a team or body of teachers that have one goal in mind.

Using curriculum and common classwork & assessment to ensure that we are getting it

done. Checking in with each other to see what's working, what isn't and what we need to

do to improve. Doing my part while letting others do their parts as well.

Being able to share ideas/lessons/units with one another to make our instruction better

and push it to the next level.

Collaboration is sharing ideas with others while listening to feedback from others and

seeing ideas in multiple­facets through the eyes of others. It is gathering of view points to

make the ultimate goal a success.

Collaboration is working together for the betterment of our students­sharing ideas and

coming to a consensus, when needed.

Working together towards a common goal. Everyone should have input!

Working together and coming up with a plan to move students forward and continue their

growth. Sharing ideas and personal skills that the other individual may be lacking in.

Being able to connect with one another and share ideas, plan, and implement.

Collaboration is a meeting of the minds. Everyone comes to the table with different

experiences, and knowledge. We can use the knowledge that someone else has to solve

our own issues in the classroom.

Working together with others, but also being open­minded about other's ideas and

thoughts. I think it means brainstorming and sharing ideas and then coming up with a

common plan even though all may not agree 100%.

Sharing ideas and working together for the common good of students and learning

Collaboration is sharing your ideas and listening to others' ideas in order to reflect and

grow. It is working toward a common goal even when you experience creative

differences/tension. Collaboration involves the removal of egos in order to accomplish a

goal. It is not Burger King (you don't get it your way). It is Vegas. It is a safe place to think

outside your comfort zone.

Sharing of ideas. When we collaborate there is no chief, or hiding of ideas. When we

have an idea we give it out.

working together to gain information and solve problems

Working together for a common purpose while working through differences in ideas and

philosophies.

Collaboration means working together toward a common goal. Working as a team to get

the job done.

1 13 50%

2 6 23.1%

3 5 19.2%

4 2 7.7%

1 10 38.5%

2 12 46.2%

3 2 7.7%

4 2 7.7%

As a learning team, we collaborate regularly to decide what content we willteach in each of our classrooms. [The Current Situation]

As a learning team, we collaborate regularly to decide what assessments wewill use in each of our classrooms. [The Current Situation]

As a learning team, we collaborate regularly to decide what instructionalstrategies we will use in each of our classrooms. [The Current Situation]

0 3 6 9 12

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 10 38.5%

2 9 34.6%

3 5 19.2%

4 2 7.7%

1 9 34.6%

2 15 57.7%

3 2 7.7%

4 0 0%

1 6 23.1%

2 13 50%

3 6 23.1%

4 1 3.8%

As a learning team, we collaborate regularly to analyze student achievementdata. [The Current Situation]

As a learning team, we make decisions to adjust instructional practicesbased on analysis of student achievement data. [The Current Situation]

0 2 4 6 8

1

2

3

4

0.0 3.5 7.0 10.5 14.0

1

2

3

4

0 3 6 9 12

1

2

3

4

1 12 46.2%

2 14 53.8%

3 0 0%

4 0 0%

1 12 46.2%

2 11 42.3%

3 3 11.5%

4 0 0%

As a learning team, we have the necessary skills to analyze studentachievement data in order to make instructional decisions. [The CurrentSituation]

As a learning team, we have the skills to address controversial topics, suchas differences in student learning across classrooms. [The CurrentSituation]

My colleagues willingly share their materials, resources, and ideas with me.[Trust on Our Team]

0.0 3.5 7.0 10.5

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 15 57.7%

2 7 26.9%

3 3 11.5%

4 1 3.8%

1 16 61.5%

2 6 23.1%

3 3 11.5%

4 1 3.8%

1 16 61.5%

2 5 19.2%

3 4 15.4%

4 1 3.8%

I feel welcome in my colleagues' classrooms before and after school. [Truston Our Team]

I feel welcome in my colleagues' classrooms during their instructionalperiods. [Trust on Our Team]

0.0 3.5 7.0 10.5 14.0

1

2

3

4

0 4 8 12

1

2

3

4

0 4 8 12

1

2

3

4

1 17 65.4%

2 7 26.9%

3 1 3.8%

4 1 3.8%

1 16 61.5%

2 5 19.2%

3 4 15.4%

4 1 3.8%

I feel comfortable with my colleagues in my room during my instructionalperiods. [Trust on Our Team]

I believe that my colleagues have good intentions in their interactions withme. [Trust on Our Team]

I believe that my colleagues have good intentions in their interactions withstudents. [Trust on Our Team]

0 4 8 12 16

1

2

3

4

0 4 8 12

1

2

3

4

1 16 61.5%

2 8 30.8%

3 1 3.8%

4 1 3.8%

1 15 57.7%

2 6 23.1%

3 4 15.4%

4 1 3.8%

1 14 53.8%

2 8 30.8%

3 3 11.5%

4 1 3.8%

I know that I can count on my colleagues. [Trust on Our Team]

I believe that my colleagues are honest. [Trust on Our Team]

I am not afraid to share student learning results with my colleagues. [Truston Our Team]

0 4 8 12

1

2

3

4

0.0 3.5 7.0 10.5 14.0

1

2

3

4

0.0 3.5 7.0 10.5

1

2

3

4

1 19 73.1%

2 6 23.1%

3 0 0%

4 1 3.8%

1 18 69.2%

2 7 26.9%

3 0 0%

4 1 3.8%

1 21 80.8%

I believe that my colleagues are competent and capable teachers. [Trust onOur Team]

I believe that I can learn from my colleagues. [Trust on Our Team]

0 4 8 12 16

1

2

3

4

0 4 8 12 16

1

2

3

4

0 5 10 15 20

1

2

3

4

2 4 15.4%

3 0 0%

4 1 3.8%

1 15 57.7%

2 7 26.9%

3 3 11.5%

4 1 3.8%

1 13 50%

2 9 34.6%

3 3 11.5%

4 1 3.8%

I believe that everyone on my teams makes meaningful contributions to ourwork. [Trust on Our Team]

Our team celebrates the personal and professional successes of individualmembers. [Trust on Our Team]

Our team celebrates our collective accomplishments. [Trust on Our Team]

0.0 3.5 7.0 10.5 14.0

1

2

3

4

0 3 6 9 12

1

2

3

4

1 14 53.8%

2 8 30.8%

3 3 11.5%

4 1 3.8%

1 14 53.8%

2 8 30.8%

3 3 11.5%

4 1 3.8%

1 17 65.4%

2 8 30.8%

I look forward to the time that I spend with my colleagues. [Trust on OurTeam]

We have an agreed­upon set of meeting norms in our PLC team. [MeetingManagement]

0.0 3.5 7.0 10.5

1

2

3

4

0.0 3.5 7.0 10.5

1

2

3

4

0 4 8 12 16

1

2

3

4

3 1 3.8%

4 0 0%

1 9 34.6%

2 11 42.3%

3 4 15.4%

4 2 7.7%

1 12 46.2%

2 9 34.6%

3 5 19.2%

4 0 0%

We follow our meeting norms consistently at PLC meetings. [MeetingManagement]

Our norms help us to have productive, effective conversations. [MeetingManagement]

We have clear tasks to perform at our PLC meetings. [Meeting Management]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 7 26.9%

2 12 46.2%

3 4 15.4%

4 3 11.5%

1 9 34.6%

2 15 57.7%

3 2 7.7%

4 0 0%

1 10 38.5%

2 11 42.3%

3 5 19.2%

4 0 0%

Our tasks relate directly to student learning goals. [Meeting Management]

Our tasks are determined by consensus among our team members. [MeetingManagement]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 3.5 7.0 10.5 14.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 12 46.2%

2 9 34.6%

3 5 19.2%

4 0 0%

1 3 11.5%

2 11 42.3%

3 6 23.1%

4 6 23.1%

A large majority of our PLC time (>80%) is spent on tasks related to studentlearning goals. [Meeting Management]

During PLC conversations, team members sometimes disagree about ideasor practices. [Meeting Management]

When team members disagree about ideas or practices, we tend to discussthose disagreements in depth. [Meeting Management]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 7 26.9%

2 10 38.5%

3 5 19.2%

4 4 15.4%

1 4 15.4%

2 16 61.5%

3 2 7.7%

4 4 15.4%

1 3 11.5%

2 8 30.8%

3 12 46.2%

4 3 11.5%

When I disagree with something a member of my PLC has said, I almostalways voice that disagreement. [Meeting Management]

Within PLC meetings, we try to avoid emotionally charged or difficult topicsor conversations. [Meeting Management]

I feel a strong sense of attachment to my team. [Meeting Management]

0 2 4 6 8

1

2

3

4

0 4 8 12

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 13 50%

2 8 30.8%

3 4 15.4%

4 1 3.8%

1 16 61.5%

2 5 19.2%

3 3 11.5%

4 2 7.7%

1 15 57.7%

If we were given the option of no longer meeting as a PLC, I would still wantto continue the meetings. [Meeting Management]

I have improved as a classroom teacher as a result of the conversations andwork we have done in our PLC. [Meeting Management]

0 3 6 9 12

1

2

3

4

0 4 8 12

1

2

3

4

0.0 3.5 7.0 10.5 14.0

1

2

3

4

2 5 19.2%

3 3 11.5%

4 3 11.5%

1 14 53.8%

2 7 26.9%

3 2 7.7%

4 3 11.5%

1 10 38.5%

2 9 34.6%

3 5 19.2%

4 2 7.7%

I have made changes to my teaching practices as a result of the work that wehave done as a PLC. [Meeting Management]

My PLC team has worked to define the most important student learninggoals in our content areas. [Teaching & Learning Tasks]

If you were to ask each of the members of my PLC team to list the mostimportant student learning goals in our content areas independently, we

0.0 3.5 7.0 10.5

1

2

3

4

0 2 4 6 8

1

2

3

4

1 5 19.2%

2 13 50%

3 6 23.1%

4 2 7.7%

1 12 46.2%

2 12 46.2%

3 2 7.7%

4 0 0%

would all come up with nearly identical lists. [Teaching & Learning Tasks]

I could explain to a parent, in simple language, the most important grade­level learning goals for his or her child in the content areas I teach.[Teaching & Learning Tasks]

In my PLC team, we regularly (at least monthly) administer commonassessments to our students (in other words, all students complete thesame assessment, excluding DEA). [Teaching & Learning Tasks]

0 3 6 9 12

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 5 19.2%

2 13 50%

3 5 19.2%

4 3 11.5%

1 3 11.5%

2 9 34.6%

3 8 30.8%

4 6 23.1%

1 3 11.5%

2 8 30.8%

3 7 26.9%

4 8 30.8%

1 2 7.7%

2 6 23.1%

In my PLC team, we regularly use rubrics to score students' commonassessments. [Teaching & Learning Tasks]

In my PLC team, we have developed our own rubrics to help us scorestudents' common assessments. [Teaching & Learning Tasks]

As a PLC team, we regularly (at least monthly) assess student work samplesas a team. [Teaching & Learning Tasks]

0 3 6 9 12

1

2

3

4

0 2 4 6 8

1

2

3

4

0 2 4 6

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

3 12 46.2%

4 6 23.1%

1 5 19.2%

2 13 50%

3 5 19.2%

4 3 11.5%

1 14 53.8%

2 10 38.5%

3 2 7.7%

4 0 0%

As a PLC team, we regularly (at least monthly) analyze data from students'common assessments. [Teaching & Learning Tasks]

I adjust the instructional practices in my classroom based on my students'performance on common assessments. [Teaching & Learning Tasks]

As a PLC team, we regularly (at least monthly) make adjustments to ourinstructional practices across all classrooms based on students'performance on common assessments. [Teaching & Learning Tasks]

0 3 6 9 12

1

2

3

4

0.0 3.5 7.0 10.5

1

2

3

4

1 7 26.9%

2 11 42.3%

3 6 23.1%

4 2 7.7%

1 14 53.8%

2 12 46.2%

3 0 0%

4 0 0%

1 19 73.1%

Over the course of this year, I have implemented numerous academicinterventions in my classroom for struggling students. [Teaching & LearningTasks]

As an individual teacher, I regularly think about how my specificinstructional practices affect student learning and how changes in myinstructional practices might lead to changes in student learning. [Teaching& Learning Tasks]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 3.5 7.0 10.5

1

2

3

4

0 4 8 12 16

1

2

3

4

2 7 26.9%

3 0 0%

4 0 0%

1 9 34.6%

2 12 46.2%

3 3 11.5%

4 2 7.7%

1 6 23.1%

2 11 42.3%

3 5 19.2%

4 4 15.4%

As a PLC team, we regularly discuss how our specific instructional practicesmight affect student learning and how changes in our instructional practicesmight lead to changes in student learning. [Teaching & Learning Tasks]

Our team has regular conversations about what student mastery looks like.[Data­Literacy ]

Our team has agreed­upon expectations for mastery on most assignments.

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 7 26.9%

2 13 50%

3 3 11.5%

4 3 11.5%

1 8 30.8%

2 10 38.5%

3 5 19.2%

4 3 11.5%

[Data­Literacy ]

Our team has measurable instructional goals for all common lessons. [Data­Literacy ]

Our team has developed our own set of common assessments that we useregularly (at least monthly). [Data­Literacy ]

0 3 6 9 12

1

2

3

4

0 2 4 6 8

1

2

3

4

0.0 3.5 7.0 10.5

1

2

3

4

1 3 11.5%

2 14 53.8%

3 5 19.2%

4 4 15.4%

1 12 46.2%

2 12 46.2%

3 2 7.7%

4 0 0%

1 3 11.5%

2 11 42.3%

3 6 23.1%

4 6 23.1%

I believe that our common assessments are tied to state standards and arereliable measures of what students should know and be able to do. [Data­Literacy ]

Our team has developed our own set of common rubrics we can use to scoreperformance­related tasks. [Data­Literacy ]

I believe that our common rubrics are tied to state standards and are reliablemeasures of what students should know and be able to do. [Data­Literacy ]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 9 34.6%

2 9 34.6%

3 5 19.2%

4 3 11.5%

1 4 15.4%

2 9 34.6%

3 8 30.8%

4 5 19.2%

1 5 19.2%

2 9 34.6%

3 9 34.6%

4 3 11.5%

1 11 42.3%

Our team has established an effective system for recording results from ourcommon assessments. [Data­Literacy ]

Our team has an effective process for looking at the results of commonassessments together. [Data­Literacy ]

Our team is able to discuss common assessment results in a positive andconstructive way. [Data­Literacy ]

0 2 4 6 8

1

2

3

4

0 2 4 6 8

1

2

3

4

0 2 4 6 8

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

2 12 46.2%

3 3 11.5%

4 0 0%

1 0 0%

2 9 34.6%

3 8 30.8%

4 9 34.6%

1 3 11.5%

2 12 46.2%

3 8 30.8%

4 3 11.5%

Our team uses graphs and charts to make student achievement trendsvisible in our conversations about results. [Data­Literacy ]

Our team makes predictions about student learning based on commonassessment results. [Data­Literacy ]

Our team considers multiple hypotheses and looks for multiple sources ofverification before drawing conclusions from common assessment results.[Data­Literacy ]

0 2 4 6 8

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 4 15.4%

2 11 42.3%

3 8 30.8%

4 3 11.5%

1 9 34.6%

2 12 46.2%

3 3 11.5%

4 2 7.7%

1 8 30.8%

2 11 42.3%

3 5 19.2%

4 2 7.7%

Our team changes our instructional practices based on common assessmentresults. [Data­Literacy ]

Our team celebrates achievements that are highlighted in the results of ourcommon assessments. [Data­Literacy ]

I feel safe when revealing my common assessment data in front of my peers.[Data­Literacy ]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

1 14 53.8%

2 9 34.6%

3 3 11.5%

4 0 0%

1 10 38.5%

2 10 38.5%

3 6 23.1%

4 0 0%

1 12 46.2%

Our team uses data as a tool for identifying effective practices rather than asa tool for identifying effective people. [Data­Literacy ]

Our team has a sense of shared responsibility for the success of all ourstudents. [Data­Literacy ]

0.0 3.5 7.0 10.5

1

2

3

4

0 2 4 6 8

1

2

3

4

0.0 2.5 5.0 7.5 10.0

1

2

3

4

2 7 26.9%

3 4 15.4%

4 3 11.5%

1 12 46.2%

2 11 42.3%

3 2 7.7%

4 1 3.8%

1 15 57.7%

2 10 38.5%

3 1 3.8%

4 0 0%

Our team has the skills necessary to collect and manipulate data effectively.[Data­Literacy ]

I know the difference between and understand when to use formative andsummative assessments. [Data­Literacy ]

Our team respects the confidentiality of students and teachers when lookingat data. [Data­Literacy ]

0.0 2.5 5.0 7.5 10.0

1

2

3

4

0.0 3.5 7.0 10.5 14.0

1

2

3

4

1 14 53.8%

2 11 42.3%

3 1 3.8%

4 0 0%

1 15 57.7%

2 9 34.6%

3 2 7.7%

4 0 0%

1 8 30.8%

2 10 38.5%

3 6 23.1%

Our team has looked at our students' benchmark and/or EOG data. [Data­Literacy ]

Our team is aware of all of the varied populations we serve and looks atresults for each of these populations individually. [Data­Literacy ]

0.0 3.5 7.0 10.5

1

2

3

4

0.0 3.5 7.0 10.5 14.0

1

2

3

4

0 2 4 6 8

1

2

3

4

4 2 7.7%

1 2 7.7%

2 11 42.3%

3 5 19.2%

4 8 30.8%

Our team has created systems for engaging students in data collection forself­assessment. [Data­Literacy ]

Our learning team identifies students who are struggling academicallythrough the following practices or assessments:

benchmark assessments pearson assessments topic assessments

Progress monitoring, formative assessments, quick fluency check

Classwork HW Regular weekly writing assignments Common quizzes and tests

Benchmark assessments (DE)

I believe that we do.

We only identify these students through oral discussions. We generally do not look at

work samples and/or testing results. No accepted practice.

Discoveryed Benchmarks, RtA portfolio, MClass Data, Common Assessments

Sometimes

We identify students with needs thru conversations.

Discovery Ed Assessments ­ benchmarks and probes

frequently discuss strategies for PEPs weekly discuss academic areas of weaknesses

IEP Goal progress, and testing results.

EC has specific tests that are administered.

Anecdotal notebooks Education Galaxy Discovery education Kahn academy

formative assessments and benchmark assessments

0.0 2.5 5.0 7.5 10.0

1

2

3

4

mClass, RtA portfolios, benchmarks, classroom formative assessments, observation

Through daily seat work, website information (MobyMax, FrontRow, Raz­Kids) Discovery

Education etc; we look at the data to determine what needs we have in our content areas.

DE Benchmarks ClassScape Classwork Homework

Summative and formative assessments along with small group conversations and

discussions.

common assessments DE benchmarks RTA achievement

Benchmark assessments, Duscovory Ed data, classroom work, anecdotal notes,

Most relating to TEIR process and referrals.

data collection in classrooms common assessment data PEP data

Discovery Ed weekly quizzes for math common project assessment

Mclass, class performance, guided reading groups, PEP's, benchmark assessments,

BOG's, progress monitoring, RTA portfolios, and EOG's.

benchmarks, progress monitoring, informative assessments, unit post tests

Formative assessments and benchmark assessments. Classroom anecdotal notes.

When our learning team identifies students who are struggling academically,we respond by:

thinking of practices to help students.

remediation in the classroom

Working to remediate our own students.

Collaborating on different ways to help that student.

Strategies that have worked for us in our own classrooms or we suggest the PEP process

with different interventions that might be successful for that specific student.

Reviewing the interventions that general ed is using, and deciding if those are

appropriate. If it is a child in our classroom, we try to determine the reason why they are

struggling, and come up with strategies to help that child.

discuss strategies to put in place for PEPs

N/A

Sharing ideas for remediation. Sharing different ways to "teach" curriculum areas.

We discuss how we can create mini­lessons to address students needs. We have also

created centers activities that may be helpful. We have also implemented remediation for

a brief time to address needs.

small group instruction, remediation

remediation, small group work, retesting these practices are in each classroom ­ not

shared. We do these things with our own students

sharing ideas, lessons, group lessons that have been successful for us.

We respond thru discussion and gather ideas

sharing ideas and strategies sharing materials

Discussing the student and assigning who will work on that referral.

discussing strategies that each teacher uses in instruction of specific areas of weakness.

brainstorm ideas to remediate discuss practices used in each other s classrooms that

seem to be effective and share those

Looking at the objectives not yet mastered and plan remediation in small groups, by using

various apps and going back as a class if necessary to improve understanding of

concepts.

Remediating within our classrooms Discussing ideas for remediation within our team

Discussing ­ following the teir process

We discussing and giving ideas

discussing other strategies that may be tried meeting as a team during the PEP process

form remediation groups if common area exists

Discussing the student's strengths and weaknesses and possible ways to assist the

student.

sharing strategies sharing students for remediation purposesno

differentiated instruction, working with each others students, working together to come up

with strategies to use with them

In order to continue to move our PLC and students forward, we need toaddress the following barriers and challenges:

Based on the previous survey questions­ creation of rubrics more common assignments

than we currently have closer analysis of data as a team looking at the students as "the

fifth grade" more often ­ as opposed to as each class

challenging ourselves to think outside our traditional teaching norms (whole group vs

small group, creative remediation)

ability to actually teach rather than test or remediate for the test (RTA specifically) our

PLC rocks....so...???

none noted at time

N/A

Such a diverse set of learners in such a large classroom size.

Appropriate interventions.

time to really look at data and brainstorm ideas for remediation

time constraints low morale

Our greatest challenge is time. There is so much we want to do to help our children the

most.

Consistency and collaboration as a grade level for covering content areas in Common

Core

Effectively figure out how to implement remediation in with our teaching.

class size ­ meeting the needs of individuals is too difficult with the huge range of abilities

Finding more creative ways to remediate

Allow time for teaching concepts before we test.

Work together Stay on task Be positive

Figure out a way to share how to use specific programs for instruction and researching

and putting interventions into practice.

Time! testing

We need to work together more and be more open minded to all needs

A more rigorous behavior system for those students who aren't affected when being

refocused.

working together as a team, and all people working equally

make sure that we are all here on time.

We need to have agreed upon tasks and/or agendas for our meetings. Right now, we do

not have agreed upon topics to discuss. To make our meeting more meaningful for team

members and ultimately students, we need to have assigned tasks and they need to be

communicated in a timely manner.

spend more time creating common assessments and analyzing data. We always seem to

run out of time.

finding more time to remediate and enrich children

Working together to create pacing of teaching and common formative assessments.

Everyone should give input!

In order to continue to move our PLC and students forward, we need todevelop the following skills:

Communication

Common Practice/Using assessment data to collaborate and drive instruction

working towards grouping students for reading and math groups for 2015­2016

See above. Also­ Creating specific jobs for each other arriving on time and prepared

Graphing and charting skills attained/not attained to see trends.

Continue to improve collaboration between classroom teacher and EC Staff.

more data discussions.

?

Rubrics and on­going assessments.

stay focused on specific tasks. We sometimes get sidetracked, but we always are having

important discussions related to students/instruction.

Organization

time management

fearless pursuit of creative teaching methods

time travel or ability to stop time, creating more time to meet together :­)

Each team member needs to be given assigned tasks and needs to be held accountable

for the completion of these tasks. We also need to work on being more open­minded and

accepting of team member's ideas. We each have something important to share and we

need to be more accepting of each other's professional opinions.

creating more assessments

collaboration and team planning (everyone must input equally)

learn or develop a way (time/management) to remediate across grade level, not just in

classroom

continued willingness to try

More common assessment analysis to drive instruction for struggling learners.

Again we need to be more open minded and work together to share ideas of each

Certain basic skills should be mastered before moving to the next grade level.

I think we do a great job of collaboration and working as a team.

Common expectations.

Develop a more effective remediation plan to reach all students throughout the school

year.

n?a

In order to continue to move our PLC and students forward, we need theadministration to support us in the following ways:

time

Figure out a clear plan for interventions to use in referral process.

Offer support and suggestions as to how to create a better "learning community" and

"step in" if help is needed.

Monitor what is happening in PLC meetings by requiring documentation of what is being

discussed. Maybe a meeting agenda and minutes/summary.

more accountability

allow us/ support us in trying unconventional methods or classroom set ups ­ allow us to

fail, reflect, regroup, and try again

More materials to use in the classroom.

more time for PLCs

­more time! : )

Time

Another 4th grade teacher to allow for teaming Smaller class sizes

Help with developing a remediation plan.

consider moving planning time to later in the day

continue to allow time for collaboration

chocolate­lots!

finding ways to give us more time

Monitor the PLC meetings more effectively

More communication within the building and keep us in the loop when things happen to

our staff.

Having a PLC for EC shows support for our program.

Rubrics to use for our own self assessment.

guidance in how to deal when the team is not working effectively together

I feel very supported by the administration

We have had good support in setting up our first PLC this year. EC never did PLC's

before due to scheduling conflicts. This time has helped us grow as professionals.

Continue to allow time for PLC.

Smaller classroom sizes/team teaching.

maybe more communication regarding expectations of a PLC team, and sitting in to help

guide the effort when those expectations aren't being met

Our greatest success as a learning team is the following:

Actually holding a scheduled PLC time for the first year!!!

communication.

We are a cohesive group that always works together to improve student

instruction/learning. I don't think we have one great success, but we have done a great

job of breaking down the common core objectives so that we all know the important tasks

student must know to be successful on each objective.

We are all wonderful teachers!

The ability to communicate and share ideas.

N/A

I love my learning team! I feel we work together extremely well. I have learned so much

this year, changed some of the ways I teach, and have gotten excited about learning new

things for my classroom. I really feel we have the students' best interest at heart and

consider ALL of first grade students OUR students­not just the ones in our own class.

I think we all care about our students. I think we support each other the best with behavior

issues, however, I would like to see us be more supportive with the academic piece and

with instruction.

Team planning, team building, remediation plans...

finding ways to work together even though we have such different teaching methods

Caring about our student's growth.

We work very well and very closely together. We share resources regularly and support

each other.

ability to share ideas and resources that have proven to be effective.

almost all students made growth and learned new things

student growth

Friendship, trust, thinking out of the box, taking risks and having fun!

We DO collaborate, and it does feel good to make sure we are on the same page on a

regular basis. After school remediation groups have been very effective, and we build

those ideas during PLC time (and during planning / after school).

Seeing student growth

open communication, sharing, supporting

We've become better teachers by implementing each of our styles to reach the different

types of learners in our classrooms.

Student growth and achievement in all areas (not just curriculum but "whole child").

Reliability of team members

We get along very well and we support one another.

team planning creates stronger lessons!

Supporting each other.

Our Friendship and our belief in each other.

Professional Development | Team­Based Collaboration Skills

Developing team norms and protocols 1 3.8%

Determining how group conversations and meetings will be structured 1 3.8%

Determining how consensus will be reached 2 7.7%

Determining how violations of team norms will be addressed 2 7.7%

Determining how the results of team work will be recorded 7 26.9%

Conducting effective conversations 3 11.5%

Finding common ground and work towards consensus 4 15.4%

De­personalizing discussions of curricular, assessment, and instructional practices 4 15.4%

Building trust between colleagues 2 7.7%

Setting goals and reflecting on results 13 50%

Embracing conflict as a positive tool for continued growth 0 0%

Conducting team­based, self­directed action research 7 26.9%

Amplifying "lessons learned" across our entire grade level or department 6 23.1%

Professional Development | Instructional Reflection Skills

0 3 6 9 12

Developing…

Determinin…

Determinin…

Determinin…

Determinin…

Conducting…

Finding co…

De­persona…

Building tru…

Setting goal…

Embracing…

Conducting…

Amplifying "…

0 2 4 6 8

Prioritizing l…

Connecting…

Measuring…

Developing…

Creating rel…

Developing…

Identifying c…

Understand…

Defining str…

Investigatin…

Developing…

Developing…

Prioritizing learning objectives based on an understanding of our students 5 19.2%

Connecting assessments to specific learning goals 3 11.5%

Measuring higher­order thinking skills 6 23.1%

Developing performance­based assessments 6 23.1%

Creating reliable assessment instruments such as rubrics 9 34.6%

Developing discussion protocols for conversations related to data 2 7.7%

Identifying common areas of student mastery and misunderstanding 5 19.2%

Understanding the unique characteristics of both low and high achievers 3 11.5%

Defining strategies and identifying tools for differentiating lesson plans 9 34.6%

Investigating the relationships between instructional practices and student learning outcomes 2 7.7%

Developing protocols and practices for action research 4 15.4%

Developing protocols and practices for peer observation 2 7.7%

Number of daily responses

0.0

7.5

15.0

22.5

30.0