Leading Teacher Learning: A Case Study in Professional Learning Communities

The Learning Leader in this school worked with teachers to sponsor evidence-informed conversations about student learning in math. They used this information to inform their next steps as teachers and to help students with their next steps as learners. The Learning Leader carefully structured the PLC sessions so that time was utilized effectively and efficiently. The primary focus of the PLC was to help build the collective knowledge of this group of teachers about ways to help students become more effective problem solvers in mathematics.

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Strong Trusting Relationship

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