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Collective Efficacy
Collective Efficacy and PLCs
How to Build Collective Teacher Efficacy
Mastery Experiences
Vicarious Experiences
Social Persuasion
Affective States
Moving Forward
Summary
Reflection Questions
Creating an Action Plan for Coaching Collaborative Teams
Stage 1: Building Shared Knowledge
Stage 2: Generating Collective Commitments
Stage 3: Providing Opportunities for Learning About the Work (Guided Practice)
Stage 4: Providing Opportunities for Doing the Work (Independent Practice)
Stage 5: Encouraging Conscious Innovation
Stage 6: Ensuring Systemic Sustainability
Moving Forward
Summary
Reflection Questions
Stages of Learning and Essential Elements of a Highly Effective PLC
Collective Inquiry
Quadrant 1: Teams Don’t Know What They Don’t Know
Quadrant 2: Teams Know What They Don’t Know
Quadrant 3: Teams Know What They Know
Quadrant 4: Teams Don’t Just Know It, They Live It!
Continuous Improvement
Quadrant 1: Teams Don’t Know What They Don’t Know
Quadrant 2: Teams Know What They Don’t Know
Quadrant 3: Teams Know What They Know
Quadrant 4: Teams Don’t Just Know It, They Live It!
Action Orientation
Quadrant 1: Teams Don’t Know What They Don’t Know
Quadrant 2: Teams Know What They Don’t Know
Quadrant 3: Teams Know What They Know
Quadrant 4: Teams Don’t Just Know It, They Live It!
Results Orientation
Quadrant 1: Teams Don’t Know What They Don’t Know
Quadrant 2: Teams Know What They Don’t Know
Quadrant 3: Teams Know What They Know
Quadrant 4: Teams Don’t Just Know It, They Live It!
Action-Planning Template
Coaching Collaborative Teams in a PLC at Work: PLC 100-Day Plan Implementation Checkpoints
Coaching Collaborative Teams in a PLC at Work Action Plan
Coaching Collaborative Teams in a PLC at Work Action Plan
Coaching Collaborative Teams in a PLC at Work
Coaching Collaborative Teams in a PLC at Work
Coaching Collaborative Teams in a PLC at Work Communicating the Action Plan
ABOUT THE AUTHORS
Thomas W. Many is an educational consultant in Denver, Colorado. Tom retired as the superintendent of schools in Kildeer Countryside CCSD 96 in Buffalo Grove, Illinois. Tom’s career included twenty years of experience as superintendent, in addition to serving as a classroom teacher, learning center director, curriculum supervisor, principal, and assistant superintendent. District 96 earned the reputation as a place where the faculty and administration worked together to become one of the premier elementary school districts in the United States during his tenure as superintendent.
Tom has worked with developing professional learning communities in school districts around the world. He has proven to be a valuable resource to those schools beginning their journey, offering special insights into developing the kind of coaching cultures that support the creation of high-performing collaborative teams.
In addition to more than fifty articles, Tom is the coauthor of Amplify Your Impact: Coaching Collaborative Teams in PLCs at Work®; Learning by Doing: A Handbook for Professional Learning Communities at Work, Third Edition with Richard DuFour, Rebecca DuFour, Robert Eaker, and Mike Mattos; coauthor of Concise Answers to Frequently Asked Questions with Mike Mattos, Richard DuFour, Rebecca DuFour, and Robert Eaker; a contributing author in The Collaborative Teacher: Working Together as a Professional Learning Community; coauthor of Aligning School Districts as PLCs with Mark Van Clay and Perry Soldwedel; and coauthor of How to Cultivate Collaboration in a PLC and Leverage: Using PLCs to Promote Lasting Improvement in Schools with Susan K. Sparks.
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