Big Book of Tools for Collaborative Teams in a PLC at Work® by Ferriter William M.;

Author:Ferriter, William M.;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2020-09-15T00:00:00+00:00

Five Fundamental Resources

for Knowing Students Are Learning

Additional Resources

for Knowing Students Are Learning

4

How Will We Respond When Some Students Don’t Learn?

Think back for a minute about the steps that learning teams take while answering the first and second critical questions of learning in a PLC at Work: What do we want our students to learn? and How will we know that they are learning it? (DuFour et al., 2016). Together, teams identify the knowledge, skills, and dispositions that students must master in order to be successful. And together, they develop detailed plans for monitoring the progress that students are making toward mastering those essential outcomes. Both actions can have a powerful impact on teachers, providing focus for their collaborative efforts. Teams that develop a guaranteed and viable curriculum and common formative assessments have everything that they need in order to study their practice together in continuous cycles of collective inquiry.

Collaborative teams, however, recognize that the end goal of collaboration isn’t just to study practice together. Instead, the end goal of collaboration is to use the shared study of practice to ensure high levels of learning for all students. And if we want to ensure high levels of learning for all students:

we must be prepared with additional time and support for every student that demonstrates the need. Invariably, some students will need some extra help from time to time, while a few students will require a lot of extra help nearly every day. In other words, we must be prepared with a system of interventions designed to meet the unique needs of each child. (Buffum et al., 2012, p. 129)

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