An equity-focused professional learning community to
build our collective efficacy to support historically
marginalized students impacted by the pandemic.
Participation is by application
The PLC is a combination of asynchronous and synchronous virtual learning with a site team component.
We invite teachers, coaches, and leaders from the same school to work together in teams of 4 – 12.
We engage in scaffolded inquiry cycles, grounded in video analysis, to get smarter about how to use culturally-grounded instructional practices, to help students level up their learning.
We stay centered on helping students become aware of their ability to grow their brain power, and give them new cognitive tools congruent with collective learning principles.
Typical stand-alone teacher training and professional development doesn’t lead to lasting change in teachers’ practice, nor does it impact student learning signiﬁcantly.
There are five key criteria for determining if it is a fit.
Teams must be ready to engage in collaborative inquiry cycles.
Having teachers and administration in sync is critical for long-term
learning and change, according to research. Having the support of school
administration means you have the time necessary to fully engage in this
“The learning from this PLC has changed who I am as a teacher, it has reoriented and grounded my practice. The learning turned my focus back onto my students and working with them to create a space where all learners can thrive.”
Hillsboro School District
“What we learned in the PLC helped students have their voices heard. After a long year of the pandemic and remote learning, helping students have their voices heard was critical. Zaretta’s work helped to not only bring students’ voices to the forefront, but to do it in a culturally responsive way, rather than the same old traditional, colonized ways of the past.”
Josh Zarling, Ed.D.
Tacoma Public Schools
“Students were beginning to connect new learning to old knowledge. They were also becoming more comfortable with sharing their thinking. Teachers were beginning to understand how to ask questions that help students through productive struggle versus telling them the answers.”
Pontiac School District
Since its publication, my book, Culturally Responsive Teaching and the
Brain has touched the professional lives of nearly half a million educators.
As a result, more teachers and leaders have a better understanding of the need for learning partnerships with students and the need to help them become independent learners.
But honestly, we haven’t been able to close the knowing-doing gap in using culturally responsive practices to provide instruction that helps students build the skill to take on more rigorous content. In many cases we’ve reduced CRT to social-emotional relationship building, gamification, or more group work.
We have failed to help students expand their capacity to carry more of the cognitive load during instruction. And, that’s the only path to equity in the long run.
The transformation journey starts here. Learn how to reimagine classroom structures, routines, and practices so culturally responsive teaching (CRT) can take root. You’ll spend one (1) month working through the first three modules.
The keyword for this phase is practice! During this four-month phase, you’ll aim toward mastery as you learn to design instruction that helps students process information better and grow their brainpower. You’ll spend three (3) months working through the modules.
The watch word for Stage 3 is systems. In the final phase of transformation, you’ll learn to fine-tune your practices and make culturally responsive instruction second nature through systems change. You’ll spend one (1) month solidifying your ability to predictably move student learning.
― Atul Gawande, Surgeon and Author Better: A Surgeon’s Notes on Performance
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