Karen T. Flories & Douglas Fisher 
The PLC+ Playbook, Grades K-12 [PDF ebook] 
A Hands-On Guide to Collectively Improving Student Learning

List of Videos
About the Authors
Acknowledgments
Welcome to the PLC+ Playbook
Module 1: The Purpose and Status of Your PLC+
Put the Playbook to Work for You
PLC Defined
PLC+ Guiding Questions
Module 2: Crosscutting Values and Opportunities to Grow Your PLC+ Team
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Crosscutting Values
SWOT Analysis
Module 3: On Your Own: The Plus Is You
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Your Individual Identity
Teacher Credibility
Teacher Credibility and Its Intersection With Crosscutting Values
Teacher Self-Efficacy
Teacher Self-Efficacy and Its Intersection With Crosscutting Values
Module 4: Collective Efficacy and Credibility in a PLC+
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Revisiting Teacher Credibility and Teacher Self-Efficacy
From Individual to Collective Teacher Efficacy
Setting Norms for Our Ways of Work
Norms for Our Ways of Work in Our PLC+
Module 5: Guiding Question 1: Where Are We Going? Analyze Standards
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Analyzing Standards
Design the Learning Progression
Develop Daily Learning Intentions
Identify Success Criteria
Complete PLC+ Template for Guiding Question 1: Where Are We Going?
Module 6: Where Are We Going? Crosscutting Values Check
Put the Playbook to Work for You
Equity and Expectations Values Checklist
Activate Learning for Myself and Others Checklist
Collective Efficacy Checklist
Module 7: Guiding Question 2: Where Are We Now? Data Collection
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Initial Assessment Data Collection
Data Gathering
Module 8: Where Are We Now? Data Analysis, Common Challenges, and Misconception Analysis
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Data Analysis Protocol
Common Challenge Protocol
Identify Student Misconceptions
Module 9: Where Are We Now? Crosscutting Values Check
Put the Playbook to Work for You
Equity and Expectations Values Checklist
Activate Learning for Myself and Others Checklist
Collective Efficacy Checklist
Module 10: Guiding Question 3: How Do We Move Learning Forward? Strengthening Our Teaching Practices
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Pair Teaching Strategies With Evidence Gathering
Coaching Corners Protocol
Module 11: How Do We Move Learning Forward? Assignment Analysis
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Assignment Analysis Tool
Module 12: How Do We Move Learning Forward? Learning Walks
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What Is a Learning Walk?
Types of Learning Walks and Their Purposes
Module 13: How Do We Move Learning Forward? Microteaching
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Microteaching in a Professional Learning Community
Preparation for Microteaching: The Volunteer Teacher
Module 14: How Do We Move Learning Forward? Crosscutting Values Check
Put the Playbook to Work for You
Equity and Expectations Values Checklist
Activate Learning for Myself and Others Checklist
Collective Efficacy Checklist
Module 15: Guiding Question 4: What Did We Learn Today?
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Build the Habit of Reflection
Module 16: What Did We Learn Today? Build Expert Noticing
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Expert Noticing: How Is Our PLC+ Using Student Evidence of Learning?
Expert Noticing Video Protocol
Noticing Note-Taking Guide
Module 17: What Did We Learn Today? Common Assessments
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Common Assessments/Quality Assessment Evidence
Design a Common Assessment to Use for Preunit and Postunit Comparisons
Module 18: What Did We Learn Today? Determining Impact and Comparing Progress and Achievement
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Determining Impact
Progress Versus Achievement
Visualizing Data
Module 19: What Did We Learn Today? Crosscutting Values Check
Put the Playbook to Work for You
Equity and Expectations Values
Overcoming Obstacles to Talking About Learning
Equity and Expectations Values Checklist
Activate Learning for Myself and Others Checklist
Collective Efficacy Checklist
Module 20: Guiding Question 5: Who Benefited and Who Did Not Benefit?
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On Your Own
Data Review
On Your Own
Equity Audit Protocol: Revisit the Data as a Team
Module 21: Who Benefited and Who Did Not Benefit? Responding to Improve Student Learning
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The Vital Nature of Progress Monitoring
Tiered Intervention Progress Monitoring Protocol
Module 22: Who Benefited and Who Did Not Benefit? Crosscutting Values Check
Put the Playbook to Work for You
Equity and Expectations Values Checklist
Activate Learning for Myself and Others Checklist
Collective Efficacy Checklist
References

Dave Nagel has been a professional developer and educational consultant both nationally and internationally since 2003 and has done so as his primary job in education since 2008. Prior was a middle and high school science teacher and administrator in a large district in Indianapolis. As a school leader at Ben Davis High School (enrollment 3000 students) Dave was instrumental in developing a focused plan for differentiated goals for students based on specific proficiency measures which supported the school in improving its graduation rate 14% in just over 4 years.                                          Dave’s primary areas of expertise are in the areas of effective teacher and leader collaboration, assessment and feedback, and specifically effective grading actions both at the school and classroom level. He has been working specifically with Professor John Hattie’s Visible Learning research since 2011 that is a driving force for all of his work with teachers, coaches, and administrators. He has authored 5 books previous to this one, including four within the PLC+ series of publications (Corwin).                                          Published multiple times in various publications such as Principal Leadership and Educational Leadership, Dave has also presented at various national conferences.Dave has a strong moral aspect, strives to be very relatable and practical when working with people, and has a savvy sense of humor that supports him in his life and work.   Dave stays very busy with his beautiful and supportive wife, Kristen, and three boys (ages 20, 15, and 13). He acknowledges every day that the Lord guides his actions and is the driving force in his life. Dave is an independent consultant for Corwin Press and is the owner of NZJ Learning LLC (named after his three boys) and the Founder of The Center for Collaborative Expertise.