int(17) int(8) ESEA Video On Demand National ESEA Association
This video is available as a NAESPA membership benefit or for a limited time as a conference attendee.
91 : 49
Reimagining PLCs: Principal Problem Solving Pods During & After the Pandemic

This interactive session will document the successful formation of Principal Problem Solving Learning Pods amongst 14 Title I elementary school principals; a new-day spinoff of Professional Learning Communities (PLC) . When speaking of the relevance of professional learning communities, Richard DuFour stated, “high-performing districts tended to rely more on a common culture of values to shape collective action than on bureaucratic rules and controls. A district level leader, noting the need for continuous school improvement amongst her assigned “Schools on the Rise (SOTR)” reimagined their weekly meetings in a manner that enhanced collaboration and collective effort. This resulted in a laser-like focus on identifying persistent problems that impacted students served. In this session, presenters will provide tools that engage participants in hands-on activities to identify issues impacting student achievement, engage in root cause analysis, and garner support of colleagues.

This talk was presented at:
2022 National ESEA Conference
February 2022 in New Orleans, LA
For more information:
Shaneeka Moore-Lawrence

Dr. Shaneeka Moore-Lawrence has been an elementary principal for 11 years. She mentors new principals, serves on district committees, and works with community organizations to improve school achievement.

Kristin Tate

Kristin Tate is a veteran principal of Oak Grove Elementary School in Durham Public Schools since 2016.  Mrs. Tate has been a principal since 2016 at Hope Valley where she and her school community exceeded academic growth projections for two consecutive years. 

Stacy Stewart

15 years of leading school improvement at the district level with experiences inclusive of Title I school principal, executive director of federal programs and school improvement for a small, rural district in NC, establishing a transition center in support of English learners, serving migratory student population, serving as a curriculum and instruction leader, and years of successful implementation of evidence-based research within five school districts in North Carolina