This sample Professional Learning Cycle Planning Guide follows a group of high school social studies teachers through a professional learning cycle. The teachers began by reading the NYC Social Studies Scope and Sequence and identifying a shared professional goal. They then identified areas for revision in current units, revised their final unit assessment in pairs, observed each other and reflected on the activities that had the greatest impact on student learning.

This sample Professional Learning Cycle Planning Guide follows a high school ELA and Social Studies team as they analyze NYC Performance Task baseline data to choose an instructional focus. After revising units to better address the focus area, they identified common skill gaps and shared strategies to address them. Teachers then inter-visited classrooms and looked at student work to assess the cycle's impact on student learning outcomes.

This sample Professional Learning Cycle Planning Guide follows a group of middle school social studies teachers through a professional learning cycle. The teachers began by reading the NYC Social Studies Scope and Sequence and identifying a shared professional goal. They then identified areas for revision in current units, revised their final unit assessment in pairs, observed each other and reflected on the activities that had the greatest impact on student learning.

This sample Professional Learning Cycle Planning Guide follows a group of second-grade teachers through a professional learning cycle. The teachers began by observing a coach and identifying a shared professional goal. They then identified new strategies, tried them out, observed each other and reflected on the strategies' impact on student learning.

This sample Professional Learning Cycle Planning Guide follows a group of six elementary teachers in their first or second year of teaching who have been identified as needing to develop their classroom management skills. This cycle helps teachers reflect on instructional practice and supports them in structuring their classrooms so all students can learn.

This plan details how a group of teachers might work together on increasing content-specific vocabulary retention, a focus area identified in their school’s professional learning needs assessment. The teachers began by reviewing an article on vocabulary acquisition and selecting individual strategies to try. Then, they explored these strategies, and observed one another implementing them in their classrooms between sessions. At the cycle’s end, they reflected on the impact that these strategies had. 

This professional learning cycle is designed to support teachers in preparing to engage in feedback conversations on their professional practice. 

This professional learning cycle is designed for school leaders developing their skill in engaging teachers in collaborative feedback conversations.

This professional learning cycle is designed to support teachers in sharing evidence-based, targeted feedback through Reciprocal Peer Mentoring inter-visitations.