This year, I am excited to begin a new recognition highlighting exceptional work within Professional Learning Communities across Granite School District. Roughly twice each month, I will recognize a collaborative teacher team that demonstrates what an effective PLC looks like in practice: educators working collectively, examining evidence of student learning, strengthening instruction, and sharing responsibility for every student’s success.
For our first PLC Spotlight, I am pleased to recognize Academy Park Elementary 5th grade teachers Stephanie Gonzalez and Whitney Watson, along with Literacy Coach Julie Wright.
Stephanie and Whitney are entering their third year as a grade-level team, although their collaboration began well before that. Their results are impressive, with students demonstrating high levels of proficiency across subjects on the 2026 RISE assessments. Their classrooms also reflect the strong relationships, engagement, and sense of belonging that characterize excellent teaching.
What distinguishes their PLC is the intentionality of their collaboration. Each week, they examine evidence of student learning, paying particular attention to students in the lowest 25 percent as well as those who have already demonstrated mastery and need extension. Their collaboration extends beyond formal PLC meetings. They plan and problem-solve together daily, work with administrators and instructional coaches, and continually adjust instruction based on what students need.
Julie Wright has been an important partner in this work. Last year, she led a school-wide emphasis on writing through a study of The Writing Revolution, contributing to significant growth in students’ ability to produce meaningful, substantive writing. Julie worked closely with Stephanie and Whitney to develop standards-aligned lessons, examine student work, and refine instruction. Their partnership demonstrates the purpose of effective instructional coaching: building teacher capacity while remaining directly connected to student learning.
This team also demonstrates that collaboration does not require teachers to teach identically. Stephanie and Whitney have different instructional and classroom-management styles, but they share clear expectations for what students should learn and collective responsibility for helping them get there. Together with Julie, they have created a culture in which professional learning, classroom practice, and evidence of student learning continually inform one another.
Stephanie, Whitney, and Julie, thank you for demonstrating the power of educators working collectively on behalf of students. Your work illustrates what we want PLCs and instructional coaching to accomplish across Granite School District: improving student achievement by improving instruction. Congratulations on this well-deserved recognition.
