Mali Baasch

My ideal PLC would have a clear agenda, rotating facilitation, focused data discussions, and time for sharing strategies. I’d want it structured but flexible, solution-oriented, and centered on student learning. #ED421plc @tlanglie

A downside can be time. If the agenda isn’t clear, it can feel repetitive or unproductive. Also, if trust isn’t strong, teachers may hesitate to be honest about struggles. Structure and norms are key. #ED421plc @tlanglie

What surprised me is how data-driven PLCs are. I didn’t realize how much time is spent analyzing student work and assessments. It’s not just conversation, t’s very focused on measurable growth. #ED421plc @tlanglie

I’ve gained practical strategies, especially around literacy instruction and intervention groups. I’ve also appreciated hearing different perspectives on behavior and classroom management. It’s helpful to hear what’s actually working in other rooms. #ED421plc @tlanglie

For the most part, it does feel like everyone has a voice. Some teachers naturally talk more, but when norms are clear, there’s space for everyone to share ideas and concerns. Psychological safety really matters. #ED421plc @tlanglie

At my school, PLCs are mostly teacher-led, but admin helps guide the big goals. The agenda is usually based on student data, upcoming units, or school improvement priorities. It feels structured but still collaborative. #ED421plc @tlanglie

I’ve noticed PLCs really help align instruction. Teachers look at student data together and problem-solve as a team instead of working in isolation. It keeps everyone focused on student growth and shared goals. #ED421plc @tlanglie

SPED paras may need training in IEP implementation, behavior strategies, confidentiality, and possibly medical needs. Title I paras focus more on intervention strategies and literacy instruction. Both need training, but SPED roles are often more specialized.#CCED421para @tlanglie

A SPED para supports students with IEPs and often works closely with accommodations, behavior plans, or modified curriculum. A Title I para focuses on academic intervention for students needing extra support but not necessarily special ed. #CCED421para @tlanglie

Techniques that work: clear lesson plans, modeling routines, shared data, and consistent communication. I’d also use quick debriefs after small groups and provide written directions when possible. Alignment keeps literacy instruction consistent for kids. #CCED421para @tlanglie

I’ve learned that paras can make or break the flow of literacy time. When they feel valued and included, instruction is smoother and students benefit. It’s truly a partnership, not “teacher vs. helper.” Respect and communication matter. #CCED421para @tlanglie

Paras are supervised by a licensed teacher. Supervision includes modeling instruction, clarifying roles, giving feedback, and ensuring confidentiality. I’ve seen strong supervision look like coaching. #CCED421para @tlanglie

Collaboration really depends on the teacher. I’ve seen quick daily check-ins before literacy block and more intentional weekly planning when possible. The best teamwork happens when expectations are clear and both adults know the lesson goals. #CCED421para @tlanglie

In North Dakota, paras must have a high school diploma/GED and either complete two years of college, hold an associate’s degree, or pass a state-approved academic assessment in reading, math, & writing to get their paraprofessional certificate. #CCED421para @tlanglie

In my clinical classroom, paras are essential during literacy. They run small groups, support guided reading, and reinforce phonics skills. I’ve also seen them provide 1:1 support so students can access whole-group lessons with support. #CCED421para @tlanglie

PLCs provide collaboration, shared strategies, & support for student learning. Mostly teacher-led with agendas set collaboratively. Everyone usually has a voice. I’ve gained practical ideas & resources. Ideal PLCs balance structure, discussion & action. #ED421plc @tlanglie

Paras in my literacy classroom support small groups, guided reading & writing, helping struggling students. MN requires a HS diploma & training. SPED paras get IEP-specific training; Title 1 paras focus on interventions. Collaboration is daily. #CCED421para @tlanglie

@cultofpedagogy @EdSurge This is so insightful. I remember social studies never being taught in elementary schools because reading and comprehension were so much more important. Knowing how social studies is way more beneficial than the knowledge of the past will help me as a future educator! #EdTechChat

It’s Time for Social Studies to Make a Comeback. Here Are 3 Insights for Educators. via @EdSurge edsurge.com/news/2019-11-1…

@TanKHuynh I love this. This is helpful for all students, but especially students who may be ELLs or struggling readers. Social Studies content is very word heavy and students can feel intimidated to have to read so many words. Supporting students should be a teacher’s #1 focus! #EdTechChat

Here's how I support reading instruction in #SocialStudies class: - original text in black - anything I summarize is in blue - added a recording of the original text - added diagram - broke up the article into separate paragraphs - each paragraph is a slide like this one