The most important–and most sensitive task–the effective Professional Learning Community (PLC) performs is to bring together teachers so that they can review each others’ work and the work of their students.
The opportunities for improving teaching practices and enriching each other’s work are considerable, but so are the risks. Teachers in the team place themselves in a vulnerable position when they present their work and the work of their students for review by their peers. This webinar offers guidance in how to navigate these tricky waters so that teachers feel safe while at the same time their work is critically explored and improved.
Daniel R. Venables, author of The Practice of Authentic PLCs: A Guide to Effective Teacher Teams, will guide you in establishing practical processes for the delicate tasks of evaluating teacher and student work. The webinar includes protocols, exercises and guidance for PLC leaders. He discusses his strategies for giving and receiving warm and cool feedback in a manner that ensures the safety of the presenting teacher while moving forward with the work improving instruction.
Grounded in research and the speaker’s own experiences at the Coalition of Essential Schools and in assisting many schools across the country with building authentic PLCs, these strategies and techniques will help you fine-tune your PLC so that participants feel more comfortable and confident about giving their input.
How to use protocols to look meaningfully at student and teacher work
Offering warm and cool feedback about others’ work
Receiving warm and cool feedback about your work
Asking clarifying and probing questions about work
Matching student and teacher work to the right protocol
Facilitating protocols for looking at student and teacher work
Problem-solving on teacher issues and dilemmas
About the Speaker
Daniel R. Venables
Daniel R. Venables is founder and Executive Director of the Center for Authentic PLCs, a consulting firm that assists schools in building, leading, and sustaining authentic PLCs. During his 30-year career in education, Daniel was a classroom teacher in both public and independent schools in South Carolina, North Carolina and Connecticut for 24 years, serving as a math department chair for 18 of those years.
Author of How Teachers Can Turn Data into Action (ASCD, 2014) and The Practice of Authentic PLCs: A Guide to Effective Teacher Teams (Corwin, 2011), Daniel was professional development coordinator with the nation’s 18th largest district, Charlotte-Mecklenburg Schools.In 1994, he was trained as a Math/Science Fellow with the Coalition of Essential Schools (CES), where he began his working experience with PLCs. He holds a master’s degree in mathematics from Wesleyan University (Middletown, CT). In 2002, he was awarded South Carolina Independent School Teacher of the Year.
Frequently Asked Questions
How does a webinar work?
It’s simple. On the day of the event, you click on the link we provide. Enter your name and email address and you’re in! If your computer has good audio, the audio will be streamed to your computer along with the PowerPoint presentation. If your computer does not have audio, a phone number is provided so that you can access the audio by speaker phone.
How many can access the event per registration?
Registration is by site, not by individual, so there is no limit to the number of people who can participate at your site. We do request no more than one phone connection per site.
My school district only pays by purchase order. Do you accept POs?
Yes. You may fax the PO to 815-461-5647 or call us at 207-632-1954. Please include the full name and email address of the registrant.
What is the difference between the recording link and the CD-ROM?
Both include the synchronized audio and PowerPoint, but the link may only be accessed for 30 days. The CD-ROM provides a permanent record of the webinar.
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