How does the team create, share, and revisit norms during meetings? How does the team address violations in the moment?

What does accountability look like within this team when norms aren't met? 

How are the norms revisited or reviewed by the team? How do you adjust to improve team effectiveness?

How do we use our norms to address transparency, failing and growing? 

What norms will help us stay resourceful in challenging times? 

How does the team foster a climate that allows for productive levels of professional dissonance? 

What steps has the team taken to build relational trust among and between team members? 

How does the team encourage cognitive conflict, discourage affective conflict, and resolve conflict when it occurs?  What protocols can support it? 

What protocols does the team use to reach consensus? 

We haven't heard from everyone on the team. "Who else can add to what has been discussed already?" 

How might we reflect on the team participation or adherence to the norms today?

Are there any norms we want to address or add for the next meeting to help everyone feel productive?

Will internal or external facilitators lead the team meetings? 

Can you describe the different roles within the team and their primary responsibilities? 

What other roles will team members fill during meetings? Has the team clearly defined those roles? Are they in writing? 

How were these roles decided upon?

Will the roles rotate? If so, how often? If not, how long will members keep the same roles?

Who is responsible for monitoring team culture so all participants share ideas?

How does your team ensure all voices and roles are honored during collaboration?

Are there any overlaps or gaps in the roles as they are currently defined?

How does the team ensure that all members are actively contributing according to their roles?  

What is the team's process for creating and distributing agendas before meetings?

How does the current agenda structure ensure a focus on student learning and the core PLC questions?

How does the team ensure the agenda allows sufficient time for the most critical topics?

Which PLC guiding question is driving your conversation right now?

How does today’s agenda connect to student learning?

What materials do team members need to bring to achieve the meeting goal?

What protocols will the team use to keep the focus on its goal?

When, where, how often, and for how long will the team meet?

How does the team document progress and identify next steps?

In what ways could the agenda be refined to better drive the team's work and focus on results?

What are the long and short-term SMART goals the team is trying to accomplish?

Can you walk me through your team's current SMART goals? How were they developed?

How does the team regularly monitor progress towards these goals? What data is used?

How does the team celebrate milestones or adjust strategies based on the progress data?

How does the team goal connect to the four critical questions of learning?

Does your team-developed long term SMART goals align with the campus goals?

How confident is the team that these goals are achievable and relevant to improving student outcomes?  

Are your goals rigorous yet attainable?

What are the current expectations for pre-work before team meetings?

How is this pre-work communicated to team members?

What does the team have in place to help hold each other accountable for the prework?

What happens when pre-work isn't completed? How does the team address this?

What pre-work was expected today, and how did it support your team’s progress and efficiency of the collaborative time?

What was the pre-work that was done for this meeting and what are next steps (discussions, actions, decisions)?

What pre-work will be needed before the next meeting? Is everyone clear on what they may need to accomplish?

Are there any adjustments needed to the type or amount of pre-work expected? 

What are the learning targets for the standards within the unit?

To what DOK level will you teach each target?

What are some common misconceptions to prepare for during instruction?

What are the prerequisite skills and vocabulary students need for on-grade level instruction?

Where does the current curriculum address these targets?

How are these targets assessed in standardized testing?

Have you defined the success criteria for the essential standards?

How are you communicating success criteria to students?

Approximately how much time will you spend teaching each target?

How would you rewrite this target in student-friendly terms?

To what DOK level should students show mastery?

What will students create, produce, or be able to do when they master this target?

Can you show me how the team has defined what different proficiency levels (e.g., beginning, developing, proficient, advanced) look like based on the success criteria?

Reflection: How does this shared understanding of proficiency impact instructional planning and assessment design?

When will you administer your new CFA?

What targets will you address on this CFA?

What targets from previous instruction do you need to reassess?

Are there enough items per target to accurately measure the student’s level of mastery?

What item types will best measure each target at the appropriate level of rigor?

What mistakes do you expect students to make? How can you use those mistakes as distractors?

How will you grade or score this target?

Are there any insights from prior year to address within the CFA?

When will you analyze these CFA data as a team?

How will the team ensure the CFA is scored consistently across classrooms?

How will the assessment account for the time needed for students to complete it, and how will teachers respond if students do not finish?

What formative checks will the team use throughout the unit, and how are they aligned to the targets and the assessment?

What instructional strategies will best help students understand these targets?

Which strategies worked well when this unit was taught in the past? How do you know?

Does the team have an agreed-upon schedule or process for sharing and modeling effective teaching strategies?

Where can you plan for quick checks for understanding?

What artifacts are you planning that will show student levels of understanding?

What exemplars will the team use to measure proficiency throughout the delivery of instruction?

Do you have exemplars that will contribute to a shared understanding of what mastery looks like among students?

How will the team use formative assessment data to plan differentiated instruction?

What data could you review to proactively plan for differentiated instruction needs?

What plans are in place to address skill gaps identified through formative assessments before the unit ends?

How are you planning for students who are struggling, approaching, or exceeding proficiency in this unit?

What differentiation strategies will you use (e.g., reteaching, extensions, varied tasks, flexible grouping)?

What scaffolds or extension activities are included in your lessons?

What supports can be planned for our special populations (e.g., SPED, EB, GT, etc)?

What student work samples did you bring to discuss as a team? Are there a variety of proficiency levels represented?

What target or targets does this student work address?

Find examples of student work you deem proficient.  What do you notice about the work of students who were proficient? 

Look at the work of students who are not proficient. Are there common misconceptions or mistakes?  How can you correct those misconceptions or mistakes?

What connections can you make between student performance and instructional strategies?

What should your next steps be as individual teachers and as a team?

How will your team address targets that need additional whole-class instruction?

Which students need interventions on which targets? What is your plan for providing those students with additional instruction?

What should your next steps be as a classroom teacher? As a team?

What may we need to do during instruction that could you help your students stretch even further?

How did the data show progress towards your team's SMART goals?

What targets did this assessment address?

What DOK level constitutes proficiency? At what DOK level did students perform?

What are the proficiency rates of each target in individual classrooms? Overall team?

What patterns or trends do you notice when looking at the data?

Are there student groups that outperformed others? Why? How can you transfer that success to other groups?

Which questions do students most commonly answer wrong?  What patterns do you see in the distractors students chose?

What common misconceptions and vocabulary can you identify? 

How can your team correct the misconceptions or mistakes?

What connections can you make between student performance and instructional strategies?

Are proficiency levels higher in some classes than others? Are there some successful strategies you can share with your colleagues?

Which targets need further small-group or whole-class instruction?

How will your team address targets that need additional instruction? How will you address students who need intervention?

How will your team address targets that need additional Whole-class instruction?

Which students need interventions on which targets?

What adjustments do you need to make to the assessment for next year?

What is your plan for providing those students with additional instruction?

What pieces of the content are students missing (specific targets)?

How can you break down the material so students can experience success with the target?

How can you provide students with a different process for understanding the material (for example, peer tutoring, cooperative learning, alternate readings, online activities, hands-on experiences, and so on)?

How can you provide students with scaffolding in the content (lower Lexile materials, pictorial explanations, and so on) to help them reach mastery?

How can you divide students into groups based on need?

How will you re-assess mastery? Can students create a different kind of product to demonstrate their proficiency on this target?

How did the team identify students who have mastered the essential standard that are ready for extension?

What pieces of the content could you help your students stretch even further?

How will you incorporate time to address students in need of extension? 

How are extension tasks managed in the classroom?

What strategies and resources are you using to provide meaningful extensions beyond the level of initial instruction?

Are your extension activities aligned with higher-order thinking or enrichment goals?

How can you provide students with a different process for understanding the material at a deeper level (writing to learn, advance organizers, etc.)?

What different kinds of products (with a higher DOK) can students create to demonstrate their proficiency on this target?

Has this student been identified to receive Tier 2 or Tier 3 support?

What type of support is this student already receiving within the classroom?

What type of support is this student receiving outside the classroom?

Does the student need additional Tier 2 or Tier 3 support?

What next steps must you take to ensure this student is receiving all the support he or she needs?