PLC Agenda
Note to PLC Leaders on How to Use this Document:
1. Copy this document to your school Drive and share it with your PLC team
members and building leaders.
2. Complete the information about your team on Page 1.
3. Each time you meet with your PLC, use the agenda template beginning
on Page 2 to provide the following information:
a. PLC Date
b. Attendance and Roles
c. Focus of Session with concise notes. (Please include links to
minutes if you record those in a separate document.)
d. Next Steps
4. In your session notes, please refer to the Guiding Questions for the stage
your team is currently exploring, with special emphasis on the underlined
questions.
5. Teams should not attempt to address all stages in one meeting, nor limit
each stage to one meeting. See the PLC Overview and a sample agenda for
more guidance.
TEAM
(Content area or grade level)
Collaborators
(names of teachers on this
team)
Team Norms
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PLC Date
Attendance
Focus of Session
Next Steps
Day, date,
time
Please include the names
of all team members
Indicate which stage(s) your PLC addressed today.
Please respond to the Guiding Questions in your
meeting notes.
How will we follow up between now
and the next PLC meeting? Who all is
responsible for the next steps?
PLC Leader:
Connector:
Note-Taker:
Time Keeper:
Other:
Absent:
Guests:
(adjust or add roles
specific to your team)
Examine data stage
Learn individually and collaboratively stage
Set goals stage
Extend learning stage
Apply new learning stage
Refine practice stage
Click on each stage for more information.
PLC Leader:
Connector:
Note-Taker:
Time Keeper:
Other:
Absent:
Guests:
(adjust or add roles
specific to your team)
Examine data stage
Learn individually and collaboratively stage
Set goals stage
Extend learning stage
Apply new learning stage
Refine practice stage
Click on each stage for more information.
[ADD ADDITIONAL ROWS AS NEEDED]
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PLC Agenda
STAGE
(Cycle of
Learning)
Examine data
Learn
Set goals
individually and
collaboratively
Extend learning
Apply new
learning
Refine practice
Description
Analyzing
student data
and evidence
through an
equity lens
Make meaning
of data,
determine
resources for
knowledge, set
up adult
learning
community
norms
Equity vision,
student 6C/
achievement
goals, growth in
teacher content
knowledge and
instructional
practice
Create arc of
learning,
determine
resources for
knowledge,
monitor adult
learning
community
norms, dive
deep into
content-specific
focus
Plan for new
instructional
strategies, apply
learning in
instruction,
observe peers,
share reflections
and feedback
Identify
successes and
challenges,
engage in new
learning, adjust
instruction, plan
for next round
Purpose
(DuFour
Actions)
We'll know if our
instruction was
successful.
We'll know if
students
learned.
We'll know what
to do if students
already know it.
We'll know what
kind of learning
teachers will
need to engage
in to support our
students.
We'll know
specifically what
we want
students to
learn.
We'll know
specifically what
we want
teachers to
learn.
We'll know how
and when
teachers will
engage in
learning.
We'll know what
it will look like
when we've
learned it.
We will know if
our practice is
changing in
ways aligned
with our goals.
We will know
what to do if
students didn’t
learn it.
What data did we
analyze?
What are we
learning from the
data?
What is our goal?
(Ex: " If we _____,
then students will
______.")
What do we need
to learn to make
our goal a reality?
What is changing
in our classroom
practice?
What unique
How are we
How do we know
if the changes in
instructional
practices were
Guiding
Questions
What makes this
high-quality
What support or
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We'll know what
worked and
what didn't in
our instructional
practice.
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data?
How are we
disaggregating
the data?
What trends
emerge?
What is our
Problem of
Practice?
Contacts (The
PEOPLE who can
support you at
the stage you
are working on)
Reading Specialist
Math Specialist
Mentor
Building Principal
Instructional Coach
Resources
Adaptive Schools
Norms of
Collaboration
Please use the
comment
feature to add
resources that
you'd like to
share!
Effective Data
Conversations
resources are we
using to learn why
the data looks
this way?
How does this
goal relate to our
Problem of
Practice?
How will we
address our
Problem of
Practice?
How did our
learning inform
this goal?
Do we need any
other kinds of
data?
The Opportunity
Myth
Major Work of the
Grade Folder
Heat Map
Principles for
High-Quality,
Standards- Aligned
Professional
Learning
How to Determine a
PoP
Design Thinking
Toolkit for Educators
30 min Data
Protocol
What makes this
goal ambitious?
How does this
goal align with
our District and/or
Building priorities?
content
knowledge are we
developing?
What resource is
anchoring our
learning?
How will this
learning show up
concretely in our
practice?
What classroom
action steps will
be taken as a
result of our new
learning?
successful?
Based on our
experiences with
applying new
learning in the
classroom, what
will we stop, start
and continue?
How will we
measure the
impact of this
learning over
time?
What new data
do we need?
Setting SMART Goals
Achieve the Core
Setting and Keeping
Professional
Learning Goals
(with Instructional
Practice Guide)
UnboundEd
Connecting 6Cs to
Goals
Essential Practices,
K-3; Modules
Setting PLC Goals
sharing our wins
and challenges?
ASCD
KISD
Instructional
Practice Guides
Student Work
Reflection
Lesson Planning
Tool
Feedback Form
Student Work
Protocol
Establishing Trust
and Vulnerability
(Brene Brown)
Record of
Instructional
Changes
Trust and Conflict
Zones of Comfort,
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PLC Agenda
Risk and Danger
Session
Reflection
(optional)
What makes
sharing data
comfortable or
uncomfortable?
How much
responsibility are
we willing to take
as teachers for
the data?
What can we
influence? How?
What might be
within our sphere
of influence as
teachers that
we've previously
considered out of
our control?
What is new and
challenging about
this learning?
How does our
team learning
culture support
collaboration?
How are we
building
permission to try
and "fail"?
How do PLC
members affirm,
support and
challenge each
other?
Back to top of agenda
FOUNDATIONS NEEDED FOR EFFECTIVE PEER COLLABORATION
Conditions
Mindset
Clarity
Communication
● Dedicated, frequent time
for adult learning.
● Sustained focus on a
narrow topic of learning.
● Resources to support
content-specific deep
dives.
● PLC learning aligned to
District and School goals.
● Belief that each student
can achieve at grade level.
● Eagerness to grow adult
knowledge and practice.
● Shared ownership of
student outcomes.
● Consistency on the "tight"
elements across grade
levels, content areas, and
buildings.
● Alignment to District and
School goals are
articulated.
● Instructional coaches and
outside partners align
training and initiatives to
the PLC format.
● District Leaders, School
Leaders, and Teachers
have a shared vision on
the purpose of PLCs.
● Clear messaging from
leaders on the loose and
tight of the PLC format.
● Open channels for
feedback or questions on
the PLC format.
● Expectations for
accountability are shared
openly.
● All participants have a
voice in decisions.
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