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    By MustTeach!

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    I've worked with a couple Algebra and Pre-Algebra teachers who were making a PLC, but essentially freelance. The principal was highly supportive and fought for extra money to pay them if they stayed beyond regular hours for their meetings and plannings.

    The center of it all was weekly meetings and standardized tests with a couple questions per topic, but the topics would range from the most recent week to 3 weeks back and 1 weeks forward. Depending on the statistical analysis per class room and per the combinations of their classrooms, they are able to see where students are still lacking and where they are the strongest.

    If Teacher A's class seems to be exceptionally strong with factoring and binomials, he would then present his teaching method to the other teachers so that they can potentially adapt a stronger teaching method.

    Noted improvements in scores due to changes in method are recorded for specific implementation the following year.

    In my research, I've learned that PLCs will only exist and thrive in environments where the teachers work well together -- otherwise it's like forcing random students to share ideas and suggestions without conflict. Like many acronym-based education initiatives, it really best works when it's the teachers, not the administrations, are inspired to implement.

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