Thus, we set out to re-learn about scaffolding and identify moves that teachers can make to ensure that this practice has the intended impact.

However, some teams perform at high levels, and in turn, demonstrate stronger gains in student learning, while others fall flat. Often this issue can be traced to how teams prioritize their minutes during PLC meetings. To gain some insight, let’s look at the priorities of congenial teams and collaborative teams.

Essentially, the more intentionally inviting you are, the more likely it is that the school climate will be one in which teachers and staff members want to work and will excel.

But while other elements of the reading rope are well understood by elementary educators, verbal reasoning may be something of a mystery (Fisher, Frey, and Lapp, 2022). I

What can teachers do to maintain focus on teaching and learning? Teachers can start by bolstering their own sense of efficacy.

And there are a lot of studies that clearly demonstrate that people perform better when they find their leaders credible. That’s probably not a surprise to you as you have likely had leaders that inspired you and others that did not. 

Schools that have a restorative culture work to prevent problematic behavior from occurring and they recognize the early warning signs that relationships may be strained and need attention. 

Every adult on the [school] campus should understand the signs and symptoms of trauma and mental-health issues.

Schools and districts looking to implement initiatives like Professional Learning Communities  (PLC+) must realize there isn’t one recipe for success.  Successful implementation must be viewed as a journey and not a destination.

Our students’ academic progress, we have come to understand, hinges on their ability to utilize their emotional skills. Chief among these is gaining a sense of belonging.