Anthony Muhammad focuses on the systemic implementation of a PLC at Work’s four critical questions. Participants learn what it takes to move from theory to practical, systemic implementation. Dr. Muhammad’s strategies are immediately usable when participants return to their schools. Participants in this session: • Practice developing essential standards and student outcomes. • Learn to create valuable and valid common assessments. • Discover how to establish an intervention system that meets all students’ needs.
Anthony Muhammad explores connections among personal and institutional mindsets and academic achievement gaps. Inequality in student learning outcomes has been studied and debated for years. Dr. Muhammad asserts that our individual and collective thinking is the primary culprit in overcoming the achievement gap. As a result of this session, participants understand: • The true meaning and value of school culture • The power of mindsets and their influence on educator effectiveness • How to shift from damaging mindsets (superiority and inferiority) to high levels of efficacy (liberation mindset)
Anthony Muhammad addresses two vital stages in creating a PLC culture: 1) establishing philosophical agreement and building shared purpose, and 2) addressing staff frustration and reluctance to change. He leads an exploration of theories linking school culture and student learning, and participants leave with practical strategies to transform the culture at their schools and districts. Learning targets include: • Addressing counterproductive belief systems and forming a cohesive team of • student advocates • Analyzing and managing staff frustration • Understanding the balance between support and accountability
The word equity has been used frequently within the field of education and in our society-at- large. What does it mean? What does it require? How do we get there? Anthony Muhammad explores the history of the school equity movement, what we have learned, and why the PLC at Work process is well positioned to deliver on the promise of educational justice for all students. This session forces participants to reflect on their moral, personal, and professional ideologies and challenge assumptions and ideas that have perpetuated school inequality. Participants will: • Gain a clear understanding of the concept of equity in schools. • Understand how PLC practices promote and deliver on the promise of equity. • Adopt tools that equip educators to start their equity journey immediately.
How is a culture of collaboration created? How can an environment be established where people embrace collective responsibility? Anthony Muhammad addresses the collaborative characteristics of a high-performing PLC. Participants learn how teachers, support staff, school administrators, and central offices work together to improve school performance. Dr. Muhammad also discusses staff resistance to change and the leader’s role in building consensus. Participants in this session: • Construct and protect productive collaborative relationships. • Create organizational coherence and ensure collaboration at all levels of the school community. • Understand the balance between support and accountability.
**** OVERFLOW SEATING (WITH MORE SPACING) UPSTAIRS IN THE CONFERENCE CENTER.***
More than 20 years ago, the first book on PLC at Work was published by Richard DuFour and Robert Eaker. The PLC at Work model has been celebrated and validated as the most promising way to improve student learning, yet so many schools remain stalled at the beginning stages of implementation. Why does this reality of “PLC lite” still plague our profession today? Without exception, schools that use this model to transform their practice have one thing in common: effective leadership. This session explores the keys to effectively transitioning a school or district into a model PLC. Outcomes from this session include: • Understanding leadership challenges and lessons learned from more than 20 years • of PLC at Work practice • Learning the difference between leadership behaviors that undermine and those • that promote the purpose of a PLC • Exploring practical strategies that improve participants’ ability to lead others through the change process and build consensus