PLC Toolkit - Scavenger Hunt

What is the first step that teams take when starting a cycle of inquiry?

• Analyzing student feedback

• Creating a detailed timeline

• Identifying one essential outcome

• Developing multiple outcomes

Why do teams identify essentials when conducting a cycle of inquiry?

• To prioritize administrative tasks

• To provide focus for collaborative efforts

• To limit the scope of the inquiry

• To speed up the collaboration process

What should teachers discuss before giving an assessment to ensure that they get results that can be compared across teachers?

• Predictions about the students who will need intervention and extension after the assessment.

• Comparisons between common formative assessment and district benchmark tests.

• Methods for teaching test-taking strategies to students.

• Factors such as initial instruction time, time for assessment, delivery directions, and support for struggling students during the assessment.

What do teams study to teach essentials effectively?

• Historical teaching methods and current trends

• Online teaching resources and educational theories

• Strategies for teaching essentials and district-level curriculum materials

• Different teaching approaches and student preferences

What do collaborative teacher teams create to support their understanding of essential standards?

• Assessments for each essential standard

• Lesson plans for each essential standard

• Lists of essentials, unpacked standards, and proficiency scales

• Subject-specific teaching strategies

What is the purpose of common formative assessments (CFA) for collaborative teacher teams?

• To evaluate individual teacher performance

• To rank students based on their performance

• To analyze student learning and teacher practice

• To compare student performance with other schools

What is the goal of the collaborative inquiry process?

• To compare student performance with other schools

• To ensure all students master identified essentials through targeted interventions and effective instructional practices

• To rank students based on their performance

• To evaluate individual teacher performance

When should teams provide interventions and extensions?

• During a dedicated school-wide intervention period

• During lunch breaks

• During regular class hours

• After school hours

What must teams do first to improve the work they do with extensions?

• Limit the number of students who can receive extensions.

• Build their shared knowledge about what 'counts' as an extension.

• Increase the number of intervention periods.

• Develop more standardized tests for high-achieving students.

What is the purpose of intentionally setting aside high-interest nonessentials in unit planning?

• To use for extension

• To replace grade-level essentials

• To remove them from the curriculum

• To decrease the workload for teachers