PLCs are times of collaborative inquiry with a quick turn-around in decision making. Examining student work is a critical PLC component for making those decisions which can greatly impact student learning. Bringing student work to PLCs for examination guides teachers to determine the nature and extent of student understanding, judge the quality of the task, determine implications for instructional practice, and clarify learning expectations. This document leads teachers through the processes involved with examining student work in a manner that moves learning forward. This five page document is composed of three columns. The first column presents specific types of student work commonly brought to PLCs and includes: assignments, anecdotal notes, quizzes/benchmark assessments, lesson plans and questioning. This list is broad enough to allow for adaptations toward the examination of other types of student work. The second column presents explanations of how to examine that work. The third column incorporates protocols and a series of questions and discussion points for guiding teachers to delve deeply into the student work allowing them to measure key components of student learning, assess student progress, and make key decisions for moving forward.