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Genius Toolbox · Free tool
For coaching PLC facilitators. Rate the look-for that most needs to grow, find its colored tab, and flip to one action step to coach. Forty-six action steps, each with the how, a line to say, and what to look for next time.
Start herePLC Action Step Flip Ring
Read me first
Effective feedback targets the underlying cause, not just symptoms.
Key questions:
Before (PLC Preparation): action steps about the planning and preparation a facilitator does before the PLC. During (Facilitation Practice): action steps about what the facilitator does during a PLC. In many cases, strong facilitation practice depends on strong PLC preparation.
Precise praise, guided questions, a model, then practice. Follow up soon after.
UnTapped Genius · PLC Action Step Flip Ring
Quick findLook-for to card number
Find the number, jump to it
Before the PLC the facilitator didn’t prepare it During the PLC prepared, but not done in the PLC
PLC Best Practices
Unit/Module Internalization
Lesson Rehearsal
Lesson Internalization
Student Work Analysis
UnTapped Genius · Press a number to jump to that card
Section tab
8 action steps
Any PLC
If the same issue would affect the quality of any PLC regardless of the focus protocol, the PLC Best Practices list is the best fit.
Find the look-for you rated, pick the action step, and jump to its number.
PLC Readiness
Facilitator Readiness
Collaboration
Next Steps
UnTapped Genius · PLC Action Step Flip Ring
PLC Best PracticesAny PLC
No. 1
The PLC starts with no visible agenda, norms or roles, and teachers arrive without the prework.
Also helps with: PLC Readiness.
Best Practices fit any PLC. Each protocol’s tool words this look-for a little differently, so see the protocol’s tab for its exact wording.
“What will teachers see before they walk in? Let's list the agenda, norms, roles and prework you'll send, and who needs to attend.”
The agenda, norms, roles and prework reach teachers early, and the right staff attend.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate the PLC
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
PLC Best PracticesAny PLC
No. 2
The agenda is hidden or unused, roles and norms go unstated, and teachers without prework just watch.
Also helps with: PLC Readiness.
Best Practices fit any PLC. Each protocol’s tool words this look-for a little differently, so see the protocol’s tab for its exact wording.
“Put the agenda up and name the objective, roles and norms first. If someone skipped prework, hand them one HQIM section to read and share.”
The agenda is visible, roles and norms are named, and missing prework is fixed fast.
Did the facilitator prepare this? If not, start before the PLC with: Plan to Facilitate the PLC
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
PLC Best PracticesAny PLC
No. 3
A few voices carry the PLC, and the planned questions ask for answers teachers already know.
Best Practices fit any PLC. Each protocol’s tool words this look-for a little differently, so see the protocol’s tab for its exact wording.
“Which question will make teachers do the thinking? Pick one, and plan how every teacher gets a turn to answer it.”
Planned structures and questions give every teacher a way into the conversation.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Collaboration
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
PLC Best PracticesAny PLC
No. 4
One voice dominates, teachers talk to the facilitator and not each other, and support staff stay quiet.
Best Practices fit any PLC. Each protocol’s tool words this look-for a little differently, so see the protocol’s tab for its exact wording.
“Ask teachers to build on what was just said. Then call on someone who has not spoken, and ask for evidence from the materials or student work.”
Teachers build on each other's ideas with evidence, and every voice is heard.
Did the facilitator prepare this? If not, start before the PLC with: Plan for Collaboration
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
PLC Best PracticesAny PLC
No. 5
The PLC runs to the last minute, with no time left to decide what teachers will do differently.
Best Practices fit any PLC. Each protocol’s tool words this look-for a little differently, so see the protocol’s tab for its exact wording.
“Where on the agenda will teachers say what changes in their classroom? Hold five minutes there, and plan how you'll record it.”
Closing time is held, and a way to capture each teacher's plan is ready.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate the Next Steps
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
PLC Best PracticesAny PLC
No. 6
The PLC ends with talk but no recorded decisions, and teachers cannot say what they will change.
Best Practices fit any PLC. Each protocol’s tool words this look-for a little differently, so see the protocol’s tab for its exact wording.
“Before we close, each teacher says one thing they'll do differently and why. I'll write it down, and we'll say how we'll know it worked.”
Each teacher names a specific change tied to student needs, and it is written down.
Did the facilitator prepare this? If not, start before the PLC with: Plan for the Next Steps
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Section tab
12 action steps
LIFT PLCs
Use a protocol-specific action step when the root cause is connected to the content, sequence, or technical purpose of a specific Bluebonnet Learning protocol.
Find the look-for you rated, pick the action step, and jump to its number.
PLC Readiness
Facilitator Readiness
Unit/Module Goals
Unit/Module Pacing
Assessment Understanding
Learning Arc
Resource Planning
Collaboration
Next Steps
UnTapped Genius · PLC Action Step Flip Ring
Unit/Module InternalizationLIFT PLCs
No action step
All teachers, including special education and bilingual/ESL teachers, annotate the unit/module introduction as prework.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Teachers came without annotating the unit introduction. Start with how the prework was sent and checked, then coach one action step.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Unit/Module InternalizationLIFT PLCs
No. 7
The facilitator is unsure of the unit's key ideas or assessment, so the discussion reacts instead of leads.
Facilitator intentionally plans and prepares a Unit/Module Internalization-focused PLC agenda, naming clear objectives, norms, roles, and explicitly setting shared participation expectations to achieve the instructional purpose.
“Read and annotate the unit introduction, assessment and learning arc before the PLC. What do you want teachers to notice in each?”
The facilitator arrives with the unit annotated and leads from what it says.
Once it’s prepared, watch it in the PLC on your next visit and rate this look-for again.
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 8
Teachers cannot say what students should know by the end of the unit, and pacing is left to chance.
Teachers use HQIM unit-level resources to articulate a shared understanding of the unit goals and major concepts, including what students are expected to know and be able to do by the end of the unit.
Also helps with: Unit/Module Pacing.
“Script the prompt that gets teachers to say what students must know by unit end. Then mark where you'll set delivery days and assessment dates.”
Prompts and pacing time are scripted, so goals and dates get settled in the PLC.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Shared Understanding of the Unit/Module
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 9
Talk stays on logistics or personal ideas, and only a few teachers can say what students must know.
Teachers use HQIM unit-level resources to articulate a shared understanding of the unit goals and major concepts, including what students are expected to know and be able to do by the end of the unit.
“Let's open the unit introduction and name the goals and end-of-unit expectations together. Which learning matters most? Let's write it down.”
Teachers use unit resources to name the same goals, and the shared understanding is recorded.
Did the facilitator prepare this? If not, start before the PLC with: Plan for Unit/Module Goals and Pacing
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 10
Teachers pace on their own, dates differ across classrooms, and support staff are left out of planning.
Pacing is discussed and planned based on district guidance, including identifying lesson delivery days and scheduling curriculum-based assessments.
Also helps with: Resource Planning.
“Let's set delivery days and assessment dates together using district guidance. Then ask special education and ESL colleagues what support to add.”
The team shares one pacing plan with dates, and support staff help plan resources.
Not sure it was prepared? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 11
The unit assessment is only skimmed, so required skills and what proficiency looks like stay vague.
Teachers examine and complete the unit assessment and tasks, articulate required skills, and demonstrate understanding through discussions of how assessment expectations drive daily instruction.
“Complete the assessment yourself before the PLC. Which skills, vocabulary and demands should shape daily instruction?”
The facilitator has done the assessment and knows what it demands.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Assessment-Driven Planning
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 12
Teachers treat the assessment as logistics and never connect it to what they will teach each day.
Teachers examine and complete the unit assessment and tasks, articulate required skills, and demonstrate understanding through discussions of how assessment expectations drive daily instruction.
“Have teachers do the assessment, then ask what it requires and how that should shape daily instruction. Press until they name specifics.”
Teachers complete the assessment and link its demands to daily teaching decisions.
Did the facilitator prepare this? If not, start before the PLC with: Plan for Assessment Understanding
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 13
Lessons are discussed one at a time, and the team cannot explain how they build on each other.
Teachers discuss and plan the learning arc of the unit, including how lessons are intentionally sequenced in the HQIM.
“Pick the lessons that show how the unit builds. What question will get teachers to explain how earlier lessons support later ones?”
Chosen lessons and prompts are ready to show how the unit builds over time.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Learning Arc Analysis
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 14
Talk stays on tasks and pacing, and teachers cannot say how the sequence builds understanding.
Teachers discuss and plan the learning arc of the unit, including how lessons are intentionally sequenced in the HQIM.
“When talk turns to logistics, pause and ask how this lesson builds on the last one and what understanding it adds.”
Teachers explain how the lesson sequence builds concepts and use it in planning.
Did the facilitator prepare this? If not, start before the PLC with: Plan the Learning Arc Discussion
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No. 15
Materials come up only in passing, and no one has planned supports with special education or ESL staff.
Teachers discuss and determine materials needed for the unit/module and plan for additional aligned support for students by collaborating with other campus staff (special education teachers, interventionists, bilingual education teachers, librarians, etc.) as appropriate.
“List the materials and built-in supports this unit needs. Who else on campus should help plan support, and when will you ask them?”
Needed materials and support partners are identified before the PLC.
Once it’s prepared, watch it in the PLC on your next visit and rate this look-for again.
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Unit/Module InternalizationLIFT PLCs
No action step
Teachers make shared planning and pacing decisions that guide instruction based on unit goals, assessments, and the learning arc.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Decisions were made alone or by one voice. Check that the facilitator planned a way in for everyone, and that decisions rest on the unit goals, assessment and learning arc.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Unit/Module InternalizationLIFT PLCs
No. 16
The PLC stops at understanding the unit, and teachers leave without a shared change to make in class.
Teachers connect the unit/module internalization to classroom instruction by articulating clear, shared next steps, and explicitly naming how they will adjust their instruction based on the internalization.
“Each of you, tell us what you'll adjust in upcoming instruction because of today. I'll capture it and what we'll bring back.”
Each teacher names an instructional change, and the team records what to revisit.
Not sure it was prepared? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Section tab
12 action steps
LIFT PLCs
Use a protocol-specific action step when the root cause is connected to the content, sequence, or technical purpose of a specific Bluebonnet Learning protocol.
Find the look-for you rated, pick the action step, and jump to its number.
PLC Readiness
Facilitator Readiness
Lesson Goals
Identify Lesson Purpose and Objectives
Activity Sequence & Pacing
Instructional Responses
Plan for Monitoring of Learning
Resource Planning
Collaboration
Next Steps
UnTapped Genius · PLC Action Step Flip Ring
Lesson InternalizationLIFT PLCs
No action step
All teachers, including special education and bilingual/ESL teachers, read and annotate the target lesson as prework.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Teachers came without reading and annotating the lesson. Start with how the prework was sent and checked, then coach one action step.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Lesson InternalizationLIFT PLCs
No. 17
The facilitator has not done the lesson tasks, so the exemplar and rigor are unclear when teachers ask.
Facilitator intentionally plans and prepares a Lesson Internalization-focused PLC agenda with clear objectives, norms, roles, and shared participation expectations aligned to the instructional purpose.
“Do the lesson's tasks and exit ticket the way a student would. Does your exemplar match the rigor of the grade-level standard?”
The facilitator knows the tasks, the exemplar and how the lesson fits the unit.
Once it’s prepared, watch it in the PLC on your next visit and rate this look-for again.
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 18
Teachers cannot state the lesson goal or success criteria, or how the lesson fits the unit.
Teachers use HQIM lesson resources to articulate the learning goal and success criteria (knowledge and/or skills) expected for the lesson and explain how the lesson fits within the unit/module.
Also helps with: Identify Lesson Purpose and Objectives.
“Script the question that gets teachers to name the goal and success criteria. Then set time for them to do the tasks if there was no prework.”
Prompts and time are planned for teachers to name goals and do the tasks.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Lesson Goal and Success Criteria Alignment
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 19
Teachers read the lesson but skip the goal and success criteria, so the talk stays procedural.
Teachers use HQIM lesson resources to articulate the learning goal and success criteria (knowledge and/or skills) expected for the lesson and explain how the lesson fits within the unit/module.
“Let's find the lesson goal and success criteria in the materials. Now say how this lesson connects to the unit.”
All teachers name the same goal and success criteria and link them to the unit.
Did the facilitator prepare this? If not, start before the PLC with: Plan for Lesson Goals and Purpose
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 20
Teachers talk about logistics without doing the checks for understanding, problem sets or exit tickets.
Teachers complete the lesson’s checks for understanding, problem sets, exit tickets, etc. to identify the necessary skills, knowledge and vocabulary students will need to be successful.
“Let's all do the exit ticket now. What knowledge, skills and vocabulary will students need for each part?”
Teachers complete key tasks and name what students need to succeed.
Not sure it was prepared? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 21
No one has mapped the lesson's parts or timing, so pacing talk is guesswork.
Teachers use HQIM lesson materials to articulate a shared understanding of the sequence and pacing of activities, including how each activity contributes to the lesson objective.
“Map each lesson part with a rough time. Where will pacing matter most, and how does each part build toward the objective?”
A lesson map with timing is ready, and the purpose of each part is clear.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Activity Sequence and Pacing Decisions
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 22
Pacing talk is only about minutes, and teachers cannot say why the activities come in this order.
Teachers use HQIM lesson materials to articulate a shared understanding of the sequence and pacing of activities, including how each activity contributes to the lesson objective.
“Walk us through the lesson. What does each activity do for the objective? Let's decide what must not get cut.”
Teachers explain each activity's purpose and agree on pacing and transitions.
Did the facilitator prepare this? If not, start before the PLC with: Plan Activity Sequence and Pacing
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 23
Likely misconceptions and language needs are not named ahead, so supports end up generic.
Teachers name likely student misconceptions across activities and plan purposeful instructional responses for all learners (e.g., embedded supports, scaffolds, language supports, and connections to prior learning) that maintain rigor, pacing, and alignment to HQIM.
“Where will students struggle in this lesson? Write the misconception, a question and a support for each, and keep the rigor.”
Misconceptions and matching responses are planned for the key activities.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Planning for Misconceptions and Embedded Supports
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 24
Teachers name few misconceptions, and the supports they choose lower the demand of the work.
Teachers name likely student misconceptions across activities and plan purposeful instructional responses for all learners (e.g., embedded supports, scaffolds, language supports, and connections to prior learning) that maintain rigor, pacing, and alignment to HQIM.
“Name the misconception, then choose a response from the curriculum. Does this support help students reach the task, not shrink it?”
Teachers name likely misconceptions and choose supports that keep grade-level rigor.
Did the facilitator prepare this? If not, start before the PLC with: Plan Instructional Responses
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No. 25
There is no plan for when and how to check understanding, or added checks come with no reason.
Teachers identify (and justify when beyond curriculum-embedded CFUs) when and how they will check for understanding, surface student thinking, and gather formative data to engage all students in meaningful, grade-level practice aligned to the lesson objective.
“Where in this lesson will we check understanding, and how will we see every student's thinking? Why add anything beyond the built-in checks?”
Checks for understanding are placed and justified, and tied to the objective.
Once it’s prepared, watch it in the PLC on your next visit and rate this look-for again.
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson InternalizationLIFT PLCs
No action step
Teachers stage lesson resources and support scaffolds in advance, ensuring manipulatives and hands-on materials are ready and accessible before instruction so lessons proceed without interruption or loss of instructional time.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Materials, manipulatives or scaffolds were not ready, and time was lost. Ask who stages them and when, then coach one action step.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Lesson InternalizationLIFT PLCs
No action step
All teachers collaborate (participate in discussions, acknowledge or expand on other’s ideas, suggest and agree on actions) to articulate a shared understanding of the lesson’s learning goal, success criteria, and key instructional moves, and to make collective decisions that support effective and aligned implementation.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
A few teachers led and the rest watched, or the team left without shared decisions. Check the plan for participation first.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Lesson InternalizationLIFT PLCs
No. 26
The PLC ends with understanding of the lesson and no shared plan for tomorrow's teaching.
Teachers connect the lesson internalization to classroom instruction by articulating clear, shared next steps, and explicitly naming how they will adjust their instruction based on internalization.
Also helps with: Plan for Monitoring of Learning.
“What question, support or check will you use in this lesson? Say it, and I'll note what evidence we'll bring back.”
Teachers leave with specific moves for the lesson and evidence to bring to the next PLC.
Not sure it was prepared? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Section tab
14 action steps
LIFT PLCs
Use a protocol-specific action step when the root cause is connected to the content, sequence, or technical purpose of a specific Bluebonnet Learning protocol.
Find the look-for you rated, pick the action step, and jump to its number.
PLC Readiness
Facilitator Readiness
Strategic Focus
Active Engagement
Targeted Feedback
Collaboration
Next Steps
UnTapped Genius · PLC Action Step Flip Ring
Lesson RehearsalLIFT PLCs
No action step
All teachers, including special education and bilingual/ESL teachers, internalize the prioritized lesson, including the targeted teaching skill or instructional move.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Teachers had not internalized the lesson or the move to be practiced. Start with how they were prepared, then coach one action step.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Lesson RehearsalLIFT PLCs
No. 27
Teachers arrive unsure who rehearses, who plays students and who observes, and feedback norms are unclear.
Facilitator intentionally plans and prepares a PLC agenda focused on Lesson Rehearsal, naming clear objectives/goals, meeting norms, participant roles, and explicitly setting shared expectations for participation to accomplish the instructional purpose of the meeting, including providing adjusting feedback after the rehearsal.
Also helps with: Active Engagement.
“Name the roles before we start: who rehearses, who plays students, who observes. What norms keep practice safe?”
Roles and norms for practice, feedback and revision are set before the rehearsal.
Once it’s prepared, watch it in the PLC on your next visit and rate this look-for again.
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 28
The rehearsal piece is chosen at random, or the PLC tries to rehearse several moves at once.
A teacher rehearses a strategically selected portion of the lesson (e.g., launch, explicit model, questioning sequence, or guided practice) aligned to the lesson objective and targeted instructional move.
“Which one part of the lesson, and which one move, matter most here? Write what success looks like for that move.”
One lesson segment and one move are chosen, with success criteria named.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Launch the Rehearsal with a Clear Purpose
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 29
Practice starts with no named skill, segment or success criteria, and roles blur.
A teacher rehearses a strategically selected portion of the lesson (e.g., launch, explicit model, questioning sequence, or guided practice) aligned to the lesson objective and targeted instructional move.
Also helps with: Facilitator Readiness.
“We're rehearsing this move in this segment. Here is what success looks like. Let's confirm who plays which role.”
The rehearsal starts with the move, segment, success criteria and roles stated.
Did the facilitator prepare this? If not, start before the PLC with: Select a Strategic Rehearsal Focus
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 30
Teachers playing students have no realistic responses, so the rehearsal runs too smoothly to learn from.
Other teachers participate in the rehearsal by enacting student and observer roles by verbalizing student thinking, potential misconceptions, and typical student responses.
“What will students get wrong or ask here? Write a few role cards so the others can answer the way students would.”
Role cards or prompts give teachers realistic student responses to enact.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Active Engagement During Rehearsal
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 31
Teachers playing students or observers are passive, and no misconceptions come up during practice.
Other teachers participate in the rehearsal by enacting student and observer roles by verbalizing student thinking, potential misconceptions, and typical student responses.
“Students, answer the way yours would, wrong answers too. Observers, jot what you see. I'll hold my pauses until it matters.”
Teachers voice student thinking and misconceptions, and the practice keeps its flow.
Did the facilitator prepare this? If not, start before the PLC with: Prepare Anticipated Student Thinking
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 32
Feedback has been general because no look-fors were set for the move beforehand.
Other teachers and the facilitator provide specific, actionable instructional moves grounded in the lesson objective, anticipated student responses, and lesson materials to refine instructional delivery.
“What will we look for in this move? Write the look-fors and a feedback starter tied to the lesson objective.”
Look-fors and a feedback starter are ready before the rehearsal begins.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Provide Targeted Feedback
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 33
Feedback is general or evaluative, or it lists many fixes that no one can use in the next lesson.
Other teachers and the facilitator provide specific, actionable instructional moves grounded in the lesson objective, anticipated student responses, and lesson materials to refine instructional delivery.
“Pick the one change that will matter most. Say exactly what to do differently, and tie it to the objective and student responses.”
Feedback is specific, tied to the lesson, and limited to one high-leverage change.
Did the facilitator prepare this? If not, start before the PLC with: Prepare Feedback Criteria
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 34
Rehearsals end when feedback ends, with no time to try the revised move or save the final wording.
Teachers debrief the rehearsal to adjust the instructional plan with the highest leverage adjustment for delivery of the targeted lesson or lesson section.
Also helps with: Targeted Feedback.
“Hold time after feedback for the teacher to try again. How will we save the final version for the classroom?”
Time and a way to capture the final version are planned into the agenda.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Redo and Refinement
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 35
The team debriefs in general terms, and the teacher never practices the revised move.
Teachers debrief the rehearsal to adjust the instructional plan with the highest leverage adjustment for delivery of the targeted lesson or lesson section.
Also helps with: Targeted Feedback.
“Try it again with that change. Observers, did it get clearer or easier for students to reach? Let's agree on the one adjustment.”
The teacher re-rehearses, and the team agrees on one clear adjustment.
Did the facilitator prepare this? If not, start before the PLC with: Plan the Redo or Refinement Opportunity
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Lesson RehearsalLIFT PLCs
No. 36
The PLC ends after the rehearsal, with no shared wording or move teachers will use in class.
Teachers connect the lesson rehearsal to classroom instruction by articulating clear, shared next steps, and explicitly naming how they will adjust their instruction based on the rehearsal.
“What exact move, wording or question will you use when you teach this? Say it, and we'll note when we'll revisit it.”
Teachers name the exact move or wording they will use, and when it will be revisited.
Not sure it was prepared? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Section tab
13 action steps
LIFT PLCs
Use a protocol-specific action step when the root cause is connected to the content, sequence, or technical purpose of a specific Bluebonnet Learning protocol.
Find the look-for you rated, pick the action step, and jump to its number.
PLC Readiness
Facilitator Readiness
Examine the Task
Determine Success Criteria
Student Work Evidence
Pattern Analysis
Determine Instructional Adjustments
Collaboration
Next Steps
UnTapped Genius · PLC Action Step Flip Ring
Student Work AnalysisLIFT PLCs
No action step
Teachers read the lesson, complete the task, and compare their responses to the exemplar provided in the instructional materials.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Teachers had not done the task or compared their work to the exemplar. Start with how the prework was sent and checked, then coach one action step.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Student Work AnalysisLIFT PLCs
No. 37
The facilitator has not done the task or checked the exemplar, and student work is not chosen ahead.
Facilitator intentionally plans and prepares a PLC agenda focused on Student Work Analysis, naming clear objectives/goals, meeting norms, participant roles, and explicitly setting shared expectations for participation to accomplish the instructional purpose of the meeting.
Also helps with: Student Work Evidence.
“Do the task first and compare it to the exemplar. Then pick the timely, grade-level student work we'll look at.”
The task is done, the exemplar is checked, and student work is chosen before the PLC.
Once it’s prepared, watch it in the PLC on your next visit and rate this look-for again.
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 38
Teachers start sorting work with no shared reason for looking at it.
Teachers discuss the purpose of examining the set of student work and identify the goal for analysis, such as understanding students’ thinking, determining individual student progress toward proficiency, or identifying gaps in skills/knowledge.
“Why are we looking at this work: student thinking, progress toward proficiency, or skill gaps? Pick samples that match.”
One analysis purpose is named, with work samples chosen to fit it.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Examination of the Task
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 39
Teachers jump into judging responses before saying what the task asks or why they are looking.
Teachers discuss the purpose of examining the set of student work and identify the goal for analysis, such as understanding students’ thinking, determining individual student progress toward proficiency, or identifying gaps in skills/knowledge.
“Before we read student work, what does the task require? And what are we trying to learn from this set?”
Teachers state a specific goal for the analysis before reviewing any work.
Did the facilitator prepare this? If not, start before the PLC with: Plan the Purpose for Analysis
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 40
No exemplar or criteria chart exists, so what students must know and show stays vague.
Teachers list what students must know and show (conceptual and procedural understanding) by creating an exemplar student response using resources from the instructional materials.
“List what students must know and show, both the concept and the procedure. Build a short exemplar from the curriculum resources.”
A concise exemplar or criteria chart is ready from the curriculum.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Shared Success Criteria
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 41
Teachers describe what students did, not what they should show, and their sense of proficiency differs.
Teachers list what students must know and show (conceptual and procedural understanding) by creating an exemplar student response using resources from the instructional materials.
“Before sorting, what must a student know and show to be proficient? Let's build or refine the exemplar together.”
All teachers can explain the same success criteria with an accurate exemplar.
Did the facilitator prepare this? If not, start before the PLC with: Prepare Success Criteria
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 42
Work is read one paper at a time, with no way to sort it or compare across students.
Teachers review and sort timely, grade-level student work from the lesson or unit to assess mastery of objectives and evidence of learning.
Also helps with: Pattern Analysis.
“How will we sort this work against the criteria? Write the prompts that make teachers cite patterns across several responses.”
A sorting structure and pattern prompts are ready before teachers see the work.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Facilitate Evidence-Based Sorting
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 43
Teachers talk about completion or one student's paper, and categories are unclear or used unevenly.
Teachers review and sort timely, grade-level student work from the lesson or unit to assess mastery of objectives and evidence of learning.
“Sort these against the success criteria. For each stack, show me the evidence in at least two student responses.”
Work is sorted by proficiency or misconception, with evidence from many students.
Did the facilitator prepare this? If not, start before the PLC with: Prepare a Sorting and Pattern-Analysis Structure
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 44
Conclusions rest on one or two papers, and teachers describe work without saying what it shows.
Teachers identify trends or misconceptions by analyzing and referencing patterns across multiple student responses, articulating conclusions that are based on consistent evidence rather than isolated examples.
“What pattern do you see across these responses? What does it tell us students understand, and what do they misunderstand?”
Teachers name patterns and misconceptions across many responses and explain what they show.
Not sure it was prepared? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 45
The team is likely to leave with a general plan because no responses or evidence plan were thought out.
Teachers articulate instructional next steps to address identified student work trends while maintaining rigor and alignment to the HQIM's scope and sequence.
“What trends do you expect, and which curriculum-aligned responses fit each? How will teachers choose and collect evidence?”
Likely trends, possible responses and an evidence plan are ready.
Prepared it, but still not seeing it in the PLC? Check the facilitation: Close with Instructional Adjustment and Follow-up
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No. 46
Analysis ends with generic ideas like reteach, with no shared move, timing or evidence to bring back.
Teachers articulate instructional next steps to address identified student work trends while maintaining rigor and alignment to the HQIM's scope and sequence.
Also helps with: Next Steps.
“Which one change will help most, and does it fit our scope and sequence? When will we do it, and what will we bring back?”
The team agrees on a specific adjustment, a date, and evidence to bring back.
Did the facilitator prepare this? If not, start before the PLC with: Plan Instructional Adjustment Options
UnTapped Genius · Action steps from TEA’s LIFT PLCs Action Steps Guide
Student Work AnalysisLIFT PLCs
No action step
Teachers collaborate (participate in discussions, acknowledge or expand on other’s ideas, suggest and agree on actions) to analyze student work in relation to shared learning goals and success criteria, to make collective interpretations and instructional decisions to support student learning.
TEA’s LIFT PLCs Action Steps Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
Analysis stayed with individuals, or the team did not reach shared conclusions. Check the plan for participation first.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · PLC Action Step Flip Ring
Card 1 of 61
Read me first
The action steps, their how bullets, and the before and during the PLC paths (TEA calls them PLC Preparation and Facilitation Practice) come from TEA's LIFT PLCs Action Steps Guide, part of the LIFT PLCs Playbook, word for word. The look-fors and their wording are the ones in TEA's LIFT PLCs Observation Tool Companion Guides. TEA's guide groups action steps by kind of PLC and by pathway, not by look-for, so UnTapped Genius chose which look-for each action step sits under. Where TEA's guide files no action step under a look-for, that look-for has a card that says so and points to the action steps that touch it. UnTapped Genius also added the Use when you see, Say it and Look for next time coaching supports, the quick find, and the navigation. The coaching supports are marked Added by UnTapped Genius on each card.
This tool is free to use and is not affiliated with, sponsored by, or endorsed by the Texas Education Agency.
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