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“Planning can be done in many ways, but the most powerful is when teachers work together...” -John Hattie
Description
Collaborative planning is a vital component of successful teaching. It involves teachers working together to create and implement effective lesson plans, assessments, strategies, and activities that align to instructional standards, promote critical thinking, and support student learning.
Rationale
“Planning can be done in many ways, but the most powerful is when teachers work together to develop plans, develop common understandings of what is worth teaching, collaborate on understanding their beliefs of challenge and progress, and work together to evaluate the impact of their planning on student outcomes.” -John Hattie
In Rock Hill Schools, our PLC work is “the collaborative analysis of student performance information that we learn from and take action on to improve student and teacher learning.” -Dr. Jack Balderman
PLCs engage in a variety of planning. Two main types include:
Vertical Planning: Vertical planning happens when a team of educators comes together to see how standards, curriculum, assessment, and instruction align across grade levels within the same content area or department.
Grade Level/Horizontal Planning: Grade level/horizontal planning happens when teachers on the same grade level come together to integrate content, coordinate learning activities, and align efforts to maximize student learning.
Five Questions that Guide Collaborative Planning
Where are we going? (clarity & alignment)
Expectations for students performance are clear, demanding, and high
Where are we now? (data collection & analysis for continuous improvement)
Student data and artifacts are consistently used to inform instruction
How do we move learning forward? (high-impact instructional strategies)
Success criteria are clearly defined for both teacher and student
What did we learn today? (teacher and student reflection)
Teachers and students make thoughtful and evidence-based reflections
Who benefited and who did not? (equity)
Consistent response to individual/subgroup needs is evident in school and classroom culture
Teacher Practices
Strategically analyze and act upon formative and summative data
Develop short and long range plans aligned with curriculum maps and pacing guides with the support of related arts teachers, ESE teachers, EL teachers, and instructional coaches to support student growth
Vet and utilize district and school resources
Focus on reflection, growth and continuous improvement
Consistently integrate interdisciplinary content
Create strategic opportunities for students to reflect on and advocate for personal learning interests and needs
Student Look-Fors
Understand the purpose and relevance of their work
Understand learning targets and criteria for success
Actively engage in an environment that supports a variety of approaches to instruction
Share voice and choice in how to approach learning
Consistently reflect on their learning and progress towards instructional goals
Italicized words denote alignment to South Carolina Teaching Standards (SCTS) 4.0 Rubric
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