What is the OBSERVABLE IMPACT of your collaborative time?
“It’s hard to keep people focused during collaboration.”
“We collaborate about standards, when do we talk about the challenges in my class?”
“Every outcome is important—they’re all essential!.”
“This might work for departments like English or Math, but I am the only Spanish teacher—who do I collaborate with?”
“Getting ready to lead collaboration time feels like another prep.”
“Can I collaborate by myself?”
Do any of these sound familiar? Do they sound similar to things you hear when you are working in your PLCs? If so, you are not alone. Thousands and thousands of districts across North America and the globe have spent time, effort and resources over the last two decades to create embedded time within the school day for educators to collaborate. And while the research behind professional learning communities collaborating to improve their teaching is clear, the application of professional learning communities and collaborative time can be foggy for educators at all levels of the system. At The PLC Center, we help educators connect their collaborative work and professional learning to OBSERVABLE IMPACT - the changes in practice that students, educators, district staff and community members can actually observe that make a difference to our students and our results in our schools and our classrooms.
And if you and your teams are interested in building collective efficacy (the number one factor that influences student achievement) global thought leader and author of Collective Teacher Efficacy Jenni Donohoo says “Collective efficacy is strengthened when collaborative teams see the results of their combined efforts, and they will do so by engaging in the Observable Impact process.”
The Observable Impact Model is based on five questions for collaborative teams:
What’s our observable vision for Teaching and Learning?
What’s our evidence-based reality?
What’s our learning?
What’s our action?
What’s our impact?
The Observable Impact Model empowers collaborative team leaders, school leaders and district leaders to develop the capacity of their PLC teams to improve teaching and learning by connecting their actions to impact in their classrooms with students and educators. And now, the tools and protocols of THE PLC Center are being used by districts around the world to build collective efficacy in their schools!
Using dozens of teacher-tested tools and easy-to-follow collaborative meeting protocols and lesson plans, the Observable Impact Model of PLC 2.0 is designed to meet schools where they are at--and take them deeper!
If you have a vision of a learner… GREAT! How can we make that vision so crystallized that everyone in your building not only knows what it means, but what it looks like when they see it. And if you have a school-wide vision, how can you create a model that allows you to get granular on what that vision looks like in specific disciplines so everyone in your school community can own it.
If you have already looked at the reality of your school… TERRIFIC! What other evidence can we begin to collect so that we are painting a picture that points us in the direction that we need to go--even to those who might be most reluctant to get started on the improvement journey.
If you have already mapped out a learning plan… FANTASTIC! How can we create the immersive learning experiences for our educators that model the types of learning and assessments that we want in each of our classes?
If you have already tried new and exciting practices in your classrooms… AWESOME! How can we observe some of those promising practices in such a way that we can determine the markers of success in student achievement data and teacher practice that allows us to determine whether the professional learning that we do is actually having an IMPACT.
If you already spend time reflecting on results… AMAZING! How can we reflect on the results of student learning AND on teacher learning so that we can begin the process of changing practice in the classroom and improving student achievement at scale not in one classroom, but in ALL classrooms.
If you already have a support mechanism for students… WE ARE SO GLAD. Students will always learn in different ways and at different rates. And so will our educators and leaders in our schools. So how do we support all of the learners in a way that ensures that we are getting better at what has an impact, so we aren’t spending time on things that don’t.
Contact Cale now to learn how you can transform the work of your teacher teams into collaborative time for OBSERVABLE IMPACT!
“It’s hard to keep people focused during collaboration.”
“We collaborate about standards, when do we talk about the challenges in my class?”
“Every outcome is important—they’re all essential!.”
“This might work for departments like English or Math, but I am the only Spanish teacher—who do I collaborate with?”
“Getting ready to lead collaboration time feels like another prep.”
“Can I collaborate by myself?”
Do any of these sound familiar? Do they sound similar to things you hear when you are working in your PLCs? If so, you are not alone. Thousands and thousands of districts across North America and the globe have spent time, effort and resources over the last two decades to create embedded time within the school day for educators to collaborate. And while the research behind professional learning communities collaborating to improve their teaching is clear, the application of professional learning communities and collaborative time can be foggy for educators at all levels of the system. At The PLC Center, we help educators connect their collaborative work and professional learning to OBSERVABLE IMPACT - the changes in practice that students, educators, district staff and community members can actually observe that make a difference to our students and our results in our schools and our classrooms.
And if you and your teams are interested in building collective efficacy (the number one factor that influences student achievement) global thought leader and author of Collective Teacher Efficacy Jenni Donohoo says “Collective efficacy is strengthened when collaborative teams see the results of their combined efforts, and they will do so by engaging in the Observable Impact process.”
The Observable Impact Model is based on five questions for collaborative teams:
What’s our observable vision for Teaching and Learning?
What’s our evidence-based reality?
What’s our learning?
What’s our action?
What’s our impact?
The Observable Impact Model empowers collaborative team leaders, school leaders and district leaders to develop the capacity of their PLC teams to improve teaching and learning by connecting their actions to impact in their classrooms with students and educators. And now, the tools and protocols of THE PLC Center are being used by districts around the world to build collective efficacy in their schools!
Using dozens of teacher-tested tools and easy-to-follow collaborative meeting protocols and lesson plans, the Observable Impact Model of PLC 2.0 is designed to meet schools where they are at--and take them deeper!
If you have a vision of a learner… GREAT! How can we make that vision so crystallized that everyone in your building not only knows what it means, but what it looks like when they see it. And if you have a school-wide vision, how can you create a model that allows you to get granular on what that vision looks like in specific disciplines so everyone in your school community can own it.
If you have already looked at the reality of your school… TERRIFIC! What other evidence can we begin to collect so that we are painting a picture that points us in the direction that we need to go--even to those who might be most reluctant to get started on the improvement journey.
If you have already mapped out a learning plan… FANTASTIC! How can we create the immersive learning experiences for our educators that model the types of learning and assessments that we want in each of our classes?
If you have already tried new and exciting practices in your classrooms… AWESOME! How can we observe some of those promising practices in such a way that we can determine the markers of success in student achievement data and teacher practice that allows us to determine whether the professional learning that we do is actually having an IMPACT.
If you already spend time reflecting on results… AMAZING! How can we reflect on the results of student learning AND on teacher learning so that we can begin the process of changing practice in the classroom and improving student achievement at scale not in one classroom, but in ALL classrooms.
If you already have a support mechanism for students… WE ARE SO GLAD. Students will always learn in different ways and at different rates. And so will our educators and leaders in our schools. So how do we support all of the learners in a way that ensures that we are getting better at what has an impact, so we aren’t spending time on things that don’t.
Contact Cale now to learn how you can transform the work of your teacher teams into collaborative time for OBSERVABLE IMPACT!