Finalist-Association of Educational Publishers 2012 Distinguished Achievement Award
For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students by learning with colleagues how to implement the most promising pedagogy in their classrooms.
Benefits:
- Explore the authors' expertise and many years of experience in one comprehensive volume on leadership.
- Gain proven strategies for school improvement based on the most up-to-date research.
- Focus on how district and school leaders create the conditions to support the collaborative culture of a professional learning community (PLC).
- Examine the specific work that teachers undertake as members of PLCs.
Contents:
Chapter 1: School Improvement Means People Improvement
Chapter 2: The District's Role in Supporting the PLC Process
Chapter 3: The Principal's Role in Leading a Professional Learning Community
Chapter 4: Creating the Collaborative Culture of a Professional Learning Community
Chapter 5: Developing a Guaranteed and Viable Curriculum
Chapter 6: Ongoing Monitoring of Student Learning
Chapter 7: Ensuring Effective Instruction
Chapter 8: Responding When Kids Don't Learn
Chapter 9: Leadership Is an Affair of the Heart
Richard DuFour, EdD, was a public-school educator for 34 years, serving as a teacher, principal, and superintendent. A prolific author and consultant, he was recognized as one of the leading authorities on helping school practitioners implement the Professional Learning Communities at Work™ process in their schools and districts. Over the course of his career, he was the author of numerous books, including the best-selling Professional Learning Communities at Work™, Learning by Doing, and In Praise of American Educators.
During his 19-year tenure as a leader at Adlai E. Stevenson High School in Lincolnshire, Illinois, Stevenson was one of only three schools in the nation to win the United States Department of Education Blue Ribbon Award on four occasions and the first comprehensive high school designated a New American High School as a model of successful school reform.
Dr. DuFour was named one of the Top 100 School Administrators in North America by Executive Educator magazine, was presented the Distinguished Scholar Practitioner Award from the University of Illinois, and was the 2004 recipient of the National Staff Development Council's Distinguished Service Award.
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies Series, Managing the Inner World of Teaching, Handbook for High Reliability Schools, Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
He received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.
