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[0] Supporting Increased Opportunities for Teaching and Learning Success [1] During scheduled planning times, grade level teachers meet weekly to evaluate lessons plans to ensure alignment with state standards set for their grades. By sharing lesson ideas, techniques, and activities, the teachers are able to establish goals and skills, as well as determining which have been mastered and which have not been mastered. Bi-monthly and called faculty meetings provide a time to collaborate on important issues, such as curriculum, teaching strategies, and major issues. Agendas are handed out at the beginning of each meeting and placed in the teacher handbook. Emails are frequently sent to the faculty concerning questions and/or concerns that need to be handled immediately before a scheduled meeting. Professional articles, websites, and contacts are shared through the email system. Collaborative networking allows ideas, common goals and desires, as well as the needs of all students to be targeted and met. Literacy coaches direct and support teachers. Individual time is given to discuss standards, data collection, and techniques that could increase and ensure success. Meeting minutes are recorded during scheduled block times as needed. Emails and memo contacts are placed in files at teacher’s discretion. Mentors help establish deep roots in the educational process, as well as to encourage and support one another. Times are established on an individual and need basis. Committees are formed through an equal evaluation of professional backgrounds and knowledge. This ensures that goals are met for specifically targeted areas, such as, but not limited to, TSIPP, academic, and other school-related committees. Professional development logs are kept to record meeting times and dates. Teachers who have attended various workshops or seminars share techniques, information, and ideas during planned, or called, faculty meetings. The meeting agenda provides ample space to record notes as needed. These meetings offer an opportunity to improve or develop new plans for school-wide improvement. [2] Yes [3] Yes Characteristics of high performing schools [4] Effective in grade levels that are meeting on a weekly basis, as well as receiving input from fellow colleagues, such as literacy coaches and mentors Effective for staff through email accounts and faculty notebooks [6] Approximately 25% of the faculty participates in PLC. For PLC to be effective at Riverside, more faculty and staff will need to participate in a variety of PLC. The professional development offered has been implemented successfully and is benefiting Riverside as indicated by the percentage of students meeting or exceeding AYP benchmarks. COMP Training for 100% of the faculty during the 2006-2007 school-year, provided through Title I and II funds, addresses classroom management techniques, as well as instructional styles. Currently, 16% of the faculty needs training. [7] Faculty notebooks, email accounts, and allotted block time for grade level meetings [8] Continuation of professional development in the area of Tennessee State Standards Use of grade level meeting times to determine prioritized objectives and curriculum based decisions Provide new teachers, as well as non-tenured teachers, with mentors [5] 
Minutes, references, and materials are kept in faculty notebooks.
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