11 Key Actions to Guide the Work of Collaborative Teams – Formed on the Basis of a Common Learning Issue

Details

Many teachers in a Professional Learning Community struggle to form teams based on the common content that they share. If schools are unable to form teams that address the four critical PLC at Work® questions because of their context, it is imperative that when organising alternative team structures in their school that school leaders at least ask the pivotal question, ‘Do team members have a shared responsibility for working together in ways that enhance students’ learning?’ (DuFour et al., 2018).


When this question guides the formation of collaborative teams who don’t share the delivery of common content, it ensures that the focus of the collaborative teams formed remains on the impact team member’s individual and collective endeavours have on student learning through changes they make to their teaching practice. This practical session will outline the 11 actions that guide the work of collaborative teams formed on the basis of working collectively to solve a common learning issue.


Objectives and Outcomes

  • Learn the key actions required of collaborative teams that don’t share common content
  • Discover how high‐performing collaborative teams focus on improving their teaching practice
  • Ensure all teams in your PLC, no matter how they are formed, focus on achieving high levels of learning for all

Additional Information

SKU CONF2020EAI
Session Session 2 - 11:00am - 12:45pm
Day Day 2
Topic Professional Learning Communities

Many teachers in a Professional Learning Community struggle to form teams based on the common content that they share. If schools are unable to form teams that address the four critical PLC at Work® questions because of their context, it is imperative that when organising alternative team structures in their school that school leaders at least ask the pivotal question, ‘Do team members have a shared responsibility for working together in ways that enhance students’ learning?’ (DuFour et al., 2018).


When this question guides the formation of collaborative teams who don’t share the delivery of common content, it ensures that the focus of the collaborative teams formed remains on the impact team member’s individual and collective endeavours have on student learning through changes they make to their teaching practice. This practical session will outline the 11 actions that guide the work of collaborative teams formed on the basis of working collectively to solve a common learning issue.


Objectives and Outcomes

  • Learn the key actions required of collaborative teams that don’t share common content
  • Discover how high‐performing collaborative teams focus on improving their teaching practice
  • Ensure all teams in your PLC, no matter how they are formed, focus on achieving high levels of learning for all