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for sustainability. Unfortunately, history goal setting to every team; Make cer- analyze these important aspects in a
has demonstrated to us that trends tain goals are team goals rather than collegial format where the collective
will occur within education, and then individual goals; Ensure team goals success of each student in the school
begin to fade away. The benefits that are established by teams rather than is the focus rather than on the isolation
the CAR process have provided to our for teams; Monitor work toward a goal of particular classrooms or academic
school are too beneficial and important by requiring teams to create specific disciplines. This information is then
to allow such an event to occur. products that are directly related to processed to integrate changes in
Mechanisms contained within the achieving the goal; celebrate progress, all aspects of CAR. By utilizing this
CAR process foster curriculum de- and consider affective goals as well as understanding, our school and district
velopment that is always occurring, academic goals. leadership along with the faculty of
assessments are being developed, The CAR process has embodied the our school have been able to inte-
and instructional methods are refined important components of successful grate immediate, meaningful impacts
based on student success and based PLCs through its multidimensional within the curriculum and instruc-
on researched-based practices. Given approach to continuous analysis, revi- tional aspects of the school while also
the ever changing aspects of our field, sion, and improvement of all instruc- promoting a positive learning environ-
it is vital that all educators within a tional components within a school. As ment. Ultimately, CAR has been a
school understand the interconnected students are assessed throughout the mechanism that has promoted teacher
relationships within CAR. DuFour school year, PLCs are able to imme- leadership, effective communication,
(2016) provides eight tips for PLCs diately dissect student assessment and meaningful professional learning
to move forward while using goals results to determine areas of effec- that yields the academic success of
to focus on results: Remember less tiveness in the teachers’ instructional students and professional growth of
is more; Tie all goals of your PLC to practices and the curriculum. Teachers educators.
district goals; Provide templates for are provided opportunities to critically

References
Brown, B., Horn, R., King, G. (August 2018). The Effective Implementation of Professional Learning Communities.
Alabama Journal of Educational Leadership, v.5, 53-59.
DeMatthews, D. (July 2014). Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional
Learning Communities. International Journal of Educational Leadership and Management, 2(2), 176-206.
DuFour, R, DuFour, R., Eaker, R., Many, T., Mattos, M. (2016). Learning by Doing. Bloomington, IN: Solution Tree Press.
Fullen, M. (2104). The Principal: Three Keys to Maximizing Impact. San Francisco, CA: Corwin Press.
Stegall, D. & Linton, J. (April 2012). Teachers in the Lead. Phi Delta Kappan, 93(7), 62-65.
Teacher Leader Endorsement Advisory Board Report. (March 2017). New Jersey Department of Education.
www.state.nj.us/education/AchieveNJ/leadership/tleab.shtml

About the Author

Mr. Theodore J. Peters has been an educator for the past sixteen years, the last nine as the Principal of
the Caroline L. Reutter School in the Township of Franklin Public Schools. While serving as the principal of
Reutter School, he has transformed the school by empowering teacher leaders, implementing the Con-
nected Action Roadmap process, and instituting professional learning communities. In addition to holding
various leadership roles within his district, Ted also actively serves on the New Jersey Department of Edu-
cation's State Professional Learning Committee and the Teacher Leader Network. Ted has degrees from
The College of New Jersey and Seton Hall University along with post-graduate work at various institutions.

Connected Action Roadmap

Empower Your PLCs to Drive This Process of Shared Leadership and
Improve Student Learning
To learn more about the Connected Action Roadmap and how to bring this
process for school improvement to your school or district, register for a CAR
training session at FEA or contact Donna McInerney at (609) 860-1200 or
dmcinerney@njpsa.org and ask about CAR training as an in-district program. We
will send a presenter to your school or district to train your entire leadership team.

Educational Viewpoints -11- Spring 2019