team meetings.
While there are numerous ways to structure teacher collaborative teams, all these structures have one characteristic in common—if the purpose of school collaboration is to improve student learning, then team members must share data on student-learning outcomes.
The responsibilities of each teacher team in the RTI process are to:
• Clearly define essential student learning outcomes
• Provide effective Tier 1 core instruction
• Assess student learning and the effectiveness of instruction
• Identify students in need of additional time and support
• Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards (Buffum et al., 2012, p. 33)
We visually capture teacher team responsibilities at Tier 1 and 2 in the upper, right-hand portion of the RTI at Work pyramid.
Assessing Your Current Team
As previously mentioned, collaborative teacher teams are the engines that drive the PLC at Work process. When these teams are highly engaged in the right work, student learning accelerates forward—and when they are not, learning sputters and stalls. Because teachers have traditionally been required to attend grade-level or departmental team meetings, schools often mistakenly assume that merely renaming these gatherings PLC Time represents teacher collaboration. The act of meeting together does not make a team, but instead merely a group. What is the difference? Stated simply—groups coordinate, while teams truly collaborate!
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