Implementation Cycle for Professional Learning Community Protocols (PLC's)

1. Stage 4: Invitie more teachers to participate in future PLC's regarding CRT

1.1. More staff are invited to participate in the PLC with the goal of having CRT becoming embedded in our school's culture

1.2. Reflection/Evidence/Evaluation/Discussion: - PLC continues to reflect on the week's/month's literature and provide feedback for how CRT practices are being utilized in their classrooms

2. Stage 3: Second round of implementation of PLC

2.1. - Pilot group continues focusing on the goal of utililizing CRT research. - Implementation continues while incorporating considerations and feedback from PLC members. -Same research article might be referenced as members dive deeper into CRT theory and practice

2.2. Reflection/Evidence/Evaluation/Discussion: Piloting group provides additional feedback on suggested literature and how they have further incorporated ideas into their classroom communities or conversations amongst critical friends

3. Stage 1: Professional Learning Community

3.1. Will help teachers in our school's community as we work to recognize/eliminate assumptions and biases.

3.2. Better than what is currently being done as our demongraphic of diverse learners is steadily increasing and there is the need to create a more inclusive environment.

3.3. Principal will introduce the concept of a PLC to a pilot group of teachers who are keen to work collaboratively with their colleauges toward the common goal of embedding CRT into classroom practices.

3.4. The end result is to enhance teachers' understanding of CRT principles, while encouraging reflective teaching practices, and developing classroom strategies that incorporate students' cultural backgrounds.

4. Stage 2: Implement PLC with pilot teachers

4.1. Principal meets with pilot group to discuss the goal and structure of the PLC (i.e., collaboration, resourcs, documenting, regualr meetings, etc.)

4.1.1. Focal points might include: - Reading and discussion group - Sharing CRT best practices that teachers (focusing on what worked and what challenges encountered) - Current and specific examples of students with diverse cultural backgrounds and ways that CRT strategies could support their learning.

4.2. Pilot group decides on one focal point as the specific goal for this cycle (i.e., utilizing CRT research to gain common langague/understanding)

4.3. Reflection/Evidence/Evaluation/Discussion: Piloting group provides feedback on suggested literature and how they have incorporated ideas into their classroom communities or conversations amongst critical friends