PLC Resources and More

Rose-AwardThe ROSE Award
Engage the entire staff in preparing ROSE Award certificates for one another. ROSE stands for Recognition of Superior Effort. All stakeholders are encouraged to complete and present certificates for other staff members “in appreciation of superior effort to promote high levels of collaboration, teaching, learning and leading.”  Access a template and an ROSE Award exemplar created by the Appleton Area School District, Wisconsin. The use of the ROSE Awards resulted led to certificates being posted on bulletin boards in classrooms, front offices, cafeterias, custodial offices and homes. Why not include parents in this process as well?  As an outreach, post a list of ROSE Award recipients, complete with the efforts made, on the school or district website. 

For additional celebration ideas, see pages 98-105 in Creating a Culture for Learning: Your Guide to PLCs and More written by several Just ASK consultants.



Results-Based Professional Development Models Edited by Brenda Kaylor
This text provides all the tools professional developers need to introduce and implement five models: coaching/mentoring, independent study, inquiry, process, and training. The use of these models supports the purpose of ensuring that every educator engages in effective professional development every day so every student achieves.


MCCCAp1Making the Standards Come Alive!
e-Newsletter by Heather Clayton

This newsletter is a must read for any educator committed to ensuring that students’ engagement and achievement levels are significantly increased. The author, Heather Clayton, Just ASK Associate and principal of Mendon Center Elementary School, Pittsford Central School District, New York, explores strategies that can help us design instruction based on rigor standards in ways that maximize their positive impact on student learning. We encourage you to use entire issues to promote thought-provoking discussions and use key points as handy inserts in newsletters or posts on district and school websites.

StandardsBasedClassroomSelfInventoryStandards-Based Classroom Self-Inventory
You can’t get to where you want to go unless you know where you’ve been and where you are right now. A mutual understanding of the content standards and standards-based teaching and learning is a critical foundation for increasing student learning. This self-inventory helps you analyze where you are in terms of curriculum, instruction, assessment, and student learning using points on a continuum that describe classrooms in transition to ideal classrooms based on standards. Complete the self-inventory to find out where your practice and your students are on the continuum.



Just for the ASKing!
e-Newsletter by Bruce Oliver
Designed to help you get more out of our widely popular e-newsletter, each issue of Just for the ASKing! has been arranged into one or more focus areas. Now you can find all issues that pertain to instructional leadership, creating a culture for learning, supervision and evaluation, best practice in instruction, assessment, meeting the needs of diverse learners, as well as certain issues that are motivational or thought provoking.

EssentialRolesResponsibilitiesEssential Roles and Responsibilities
Standards-Based Education (SBE) only works well when everyone in the system is focused on doing everything necessary to ensure that all students are learning at high levels. This tool describes how all members of the SBE system might do their work. As an individual, use this tool for self-assessment and goal setting. Groups may use it to start conversations, discussions, and dialogues about how different roles support SBE.




Differentiation in the 21st Century Classroom
This article, by Paula Rutherford, was published in the March 2005 edition of Instructional Leader, the journal of the Texas Elementary Principals and Supervisors Association (TEPSA). It discusses how educators need to abandon the “search for a quick fix” regarding student learning and instead ensure that the attitudes, skills, and knowledge of content, learning theory, and repertoire are in place so that teachers can use their repertoires to differentiate instruction in productive ways.

LeadingtheLearningLeading the Learning
This article was published in the September/October 2006 issue of Leadership, the journal of the Association of California School Administrators (ACSA). Paula Rutherford lists the essential variables school leaders need to address in order to promote teacher growth and student learning in the 21st century. She emphasizes that administrators need to use the standards-based planning process to design interactions with staff that, in turn, will promote teacher growth and student learning. Recommended resources to supplement each variable are also discussed.