AveryElementary is in our fifth year as an effective professional learning community. At the beginning of this process in 2012, we decided that our school-wide focus would be math. One of the first steps was determining a building-wide schedule that would provide each team daily collaborative plan time and also allow each grade level to have a daily twenty minute intervention block. The schedule for grade-level intervention times was strategically planned and staggered in order to ensure an optimal number of teacher to student ratio in each group during this twenty-minute time period. This continues to be an integral part of our process and our model.
The focus of intervention is math at each student’s individual level. Students are progress monitored weekly so that instructional strategies can be determined and students can participate in the process of tracking and monitoring their own growth. This growth is celebrated with immediate feedback during daily intervention sessions, weekly with successful exit slips, and as a grade level at the end of an intervention cycle.
All Avery teachers are leaders. Avery builds leadership capacity in many ways. Teachers have the opportunity to lead the grade-level collaborative meetings because the leadership roles rotate every two years. All teachers are familiar with and participate in the PLC process and can effectively lead conversations about instructional strategies, analyzing data, and prioritizing student needs. This system is purposeful to ensure the sustainability of the PLC process.
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