50 Strategies for Activating Your PLC+

Table of Contents:
Strategy and Usage Overview Introduction The Development of Professional Learning Communities Stepping Into the Activator Role Activators Make Things Happen An Overview of This Guide Your Activation Goal Your Introduction to PLC+ Content Cross-Reference Table 50 Strategies for Activating Your PLC+ Activating Questions 1–5 1. Activating Question 1: Where are we going? 2. Activating Question 2: Where are we now? 3. Activating Question 3: How do we move learning forward? 4. Activating Question 4: What did we learn today? 5. Activating Question 5: Who benefited and who did not benefit? Activator Skills and Abilities 6. Activator Skills and Abilities: Activating to Achieve a True Impact on Learning 7. Activator Skills and Abilities: Assessing Your Activator Fitness Level 8. Activator Skills and Abilities: Defining Your Activator Role 9. Activator Skills and Abilities: Developing Successful PLC+ Activators 10. Activator Skills and Abilities: Facilitation Self-Assessment 11. Activator Skills and Abilities: Facilitating With Grace 12. Activator Skills and Abilities: Finding the Key Activator Continuous Improvement 13. Continuous Improvement: Discussions and Actions 14. Continuous Improvement: Making Course Corrections 15. Continuous Improvement: Taking Priority Practices to Scale 16. Continuous Improvement: Strong Team Structures to Achieve High Function Function and Impact 17. Function and Impact: Activating Others by Sharing Your PLC+ Success 18. Function and Impact: Applying Evaluative Thinking 19. Function and Impact: Assessing PLC+ Readiness 20. Function and Impact: Assessing Your Current PLC+ Performance 21. Function and Impact: Building Momentum With Early Wins 22. Function and Impact: Evaluating Your PLC+ Progress and Impact 23. Function and Impact: Increasing Impact in PLC+ Teams 24. Function and Impact: Realizing the Optimal Combination of Function and Impact Meeting Moves 25. Meeting Moves: Coming to Agreement About Professional Learning 26. Meeting Moves: Documentation and Note-Taking 27. Meeting Moves: Effectively Activating When Meetings Become Challenging 28. Meeting Moves: Establishing Norms 29. Meeting Moves: Establishing PLC+ Roles 30. Meeting Moves: Finding Solid Ground in Assessments and Data 31. Meeting Moves: Social Emotional Check-Ins 32. Meeting Moves: Utilizing Authentic Instructional Protocols Norms of Collaborative Work 33. Norms of Collaborative Work 1: Pausing 34. Norms of Collaborative Work 2: Paraphrasing 35. Norms of Collaborative Work 3: Posing Questions 36. Norms of Collaborative Work 4: Providing Data 37. Norms of Collaborative Work 5: Putting Ideas on the Table 38. Norms of Collaborative Work 6: Paying Attention to Self and Others 39. Norms of Collaborative Work 7: Presuming Positive Intentions Team Dynamics 40. Team Dynamics: Achieving Team Psychological Safety 41. Team Dynamics: Activating Dialogue When Topics Become Sensitive 42. Team Dynamics: Activating When Team Members Do Not Want to Change 43. Team Dynamics: Analyzing and Describing Team Strengths 44. Team Dynamics: Breaking Barriers, Bringing Team Members Together 45. Team Dynamics: Countering Resistance With Will, Skill, Knowledge, Capacity, and Emotional Support 46. Team Dynamics: From Independent to an Interdependent PLC+ Time Matters 47. Time Matters: Developing an Assessment Calendar 48. Time Matters: Scheduling PLC+ Meetings 49. Time Matters: Setting Aside Time for the PLC+ Reflecting on Your Activation of the PLC+ Journey 50. Metareflection and Intention Setting With the 5Ds References Index

About the Author :
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching! Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.  James Marshall is a professor of educational leadership at San Diego State University, where he also leads the Doctorate in Educational Leadership program. A credentialed teacher, he began his career as an informal science educator at the San Diego Zoo. Jim′s passion centers on the design of learning programs that yield predictable results. He has written broadly on needs assessment, learning initiative design, implementation, and program evaluation. His published books include Right From the Start: The Essential Guide to Implementing School Initiatives, Fixing Education Initiatives in Crisis: 24 Go-To Strategies, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.