Learning by Doing [Fourth Edition]: A Handbook for Professional Learning Communities at Work® (A practical guide for implementing the PLC process and transforming schools)

25 years on, the PLC at Work® process continues to produce results across the United States and worldwide. In this fourth edition of the bestseller Learning by Doing, the authors use updated research and time-tested knowledge to address current education challenges, from learning gaps exacerbated by the COVID-19 pandemic to the need to drive a highly effective multitiered system of supports.

This book will help K–12 administrators, school leaders, and teacher teams:

• Build shared knowledge of both critical vocabulary and the concepts underlying the key PLC terms
• Learn new, more in-depth strategies for coaching in a PLC at Work
• Make honest assessments of student learning, examine their school culture, and implement conventional practices from a fresh, critical perspective
• Take immediate and specific steps to close the knowing-doing gap and implement PLC concepts in their school and district
• Recognize that the knowledge needed to support students in achieving higher levels is readily available, and the next step is to transform this awareness into an action plan for school improvement
• Follow the step-by-step format outlined in each chapter to advance their school’s PLC journey and drive continuous improvement

Contents:
Introduction
Chapter 1: A Guide to Action for Professional Learning Communities at Work
Chapter 2: Defining a Clear and Compelling Purpose
Chapter 3: Building the Collaborative Culture of a Professional Learning Community
Chapter 4: Coaching Collaborative Teams in a Professional Learning Community at Work
Chapter 5: Creating a Results Orientation in a Professional Learning Community
Chapter 6: Establishing a Focus on Learning
Chapter 7: Creating Team-Developed Common Formative Assessments
Chapter 8: Responding When Some Students Don’t Learn
Chapter 9: Hiring, Orienting, and Retaining New Staff
Chapter 10: Addressing Conflict and Celebrating in a Professional Learning Community
Chapter 11: Implementing the Professional Learning Community Process Districtwide
Conclusion: Touching the Emotions—Creating a Culture of Caring
References
Index

Richard DuFour, EdD, was a public school educator for thirty-four years, serving as a teacher, principal, and superintendent. During his nineteen-year tenure as a leader at Adlai E. Stevenson High School in Lincolnshire, Illinois, Stevenson was one of only three U.S. schools to win the United States Department of Education Blue Ribbon Award on four occasions and the first comprehensive high school to be designated a New America High School as a model of successful school reform. He received his state’s highest award as both a principal and a superintendent.
Dr. DuFour 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.
To learn more about Dr. DuFour’s work, visit AllThingsPLC (.allthingsplc.info).

Rebecca DuFour served as a teacher, school administrator, and central office coordinator. As a former elementary principal, she helped her school earn state and national recognition as a Model PLC. She was coauthor of numerous books, articles, and a video series on the topic of PLCs.
To learn more about Becky’s work, visit AllThingsPLC (allthingsplc.info).

Robert Eaker, EdD, is professor emeritus at Middle Tennessee State University, where he also served as dean of the College of Education and as the university interim vice president and provost. Dr. Eaker is a former fellow with the National Center for Effective Schools Research and Development. He has written widely on the issues of effective teaching, effective schools, and schools and school districts functioning as professional learning communities.
Dr. Eaker is a frequent speaker at national, regional, and state meetings and regularly consults with school districts throughout North America.
To learn more about Dr. Eaker’s work, visit AllThingsPLC (allthingsplc.info).

Thomas W. Many, EdD, works with teachers, administrators, school boards, parents, and other education stakeholders on organizational leadership, implementation and change, and PLC at Work strategies and concepts.
Dr. Many has written numerous articles and has coauthored books.
To learn more about Dr. Many’s work, visit AllThingsPLC (allthingsplc.info) or follow him @tmany96 on X, formerly known as Twitter.

Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing the response to intervention (RTI) and PLC processes. Mike co-created the RTI at Work™ model, which builds on the foundation of the PLC at Work process by using team structures and a focus on learning, collaboration, and results to drive successful outcomes to successfully create systematic, multitiered systems of support to ensure high levels of learning for all students.
To learn more about Mike’s work, visit AllThingsPLC (allthingsplc.info) or follow him @mikemattos65 on X, formerly known as Twitter.

Anthony Muhammad, PhD, is a much sought-after educational consultant. A practitioner for nearly twenty years, he has served as a middle school teacher, assistant principal, and principal and as a high school principal. His Transforming School Culture framework explores the root causes of staff resistance to change.
To learn more about Anthony’s work, visit New Frontier 21 (newfrontier21.com) or follow @newfrontier21 on X, formerly known as Twitter.