This new edition of a classic work is written for educators invested in the moral imperative to do what's right for all students. The authors work from the mindset that PLC at Work® is a continuous process of school improvement. The result is a revelation of best practices affirmed by the latest research and a confirmation of the power of the three big ideas and four critical questions of this proven process.
Learn how to sustain the work of collaborative teams to ensure best practices in instruction, assessment, intervention, and more.
- Discover new ideas and perspectives on school leadership and school culture.
- Delve into greater specificity on what issues Professional Learning Communities at Work® can positively impact.
- Learn how to effectively provide extra time and support for students who struggle and extensions for those who have already reached their learning goals.
- Understand what research shows is ineffective for student success and why such practices should be discontinued.
Contents:
Introduction
Chapter 1: Proven Insights Into Professional Learning Communities at Work
Chapter 2: The Case for Professional Learning Communities at Work
Chapter 3: The Challenge of Cultural Change
Chapter 4: The Four Pillars of a Professional Learning Community--Shared Mission, Vision, Values, and Goals
Chapter 5: Teaching in a Collaborative Culture
Chapter 6: Essential Learning and Assessment in a PLC
Chapter 7: Interventions and Extensions in a PLC
Chapter 8: The Role of the Principal in a PLC
Chapter 9: The Role of the Superintendent and the Central Office in a PLC
Chapter 10: How to Sustain the PLC Process
Appendix
References and Resources
Richard DuFour, EdD, was a public school educator for 34 years, serving as a teacher, principal, and superintendent. During his 19-year tenure as a leader at Adlai E. Stevenson High School in Lincolnshire, Illinois, the school was one of only three to win the U.S. 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 superintendent.
A prolific author and sought-after consultant, Dr. DuFour is recognized as one of the leading authorities on helping school practitioners implement the Professional Learning Communities at Work® process in their schools and districts.
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 is coauthor of numerous books, articles, and a video series on the topic of PLCs.
Serving as a consultant for more than 15 years, Becky brought more than 35 years of professional experience to her work with educators around the world who are implementing the PLC at Work process in their own organizations.
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 PLCs.
Dr. Eaker is a frequent speaker at national, regional, and state meetings and regularly consults with school districts throughout North America.
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 effectively create systematic, multitiered systems of support (MTSS) to ensure high levels of learning for all students.
He is former principal of Marjorie Veeh Elementary School and Pioneer Middle School in California. At both schools, Mike helped create powerful PLCs, improving learning for all students. In 2004, Marjorie Veeh, an elementary school with a large population of youth at risk, won the California Distinguished School and National Title I Achieving School awards.
Anthony Muhammad, PhD, is a much sought-after educational consultant. A practitioner for nearly 20 years, he has served as a middle school teacher, assistant principal and principal, as well as a high school principal. His Transforming School Culture framework explores the root causes of staff resistance to change.
Dr. Muhammad's tenure as a practitioner has earned him several awards as both a teacher and a principal. His most notable accomplishment came as principal of Levey Middle School in Southfield, Michigan, a National School of Excellence, where student proficiency on state assessments more than doubled in five years. Dr. Muhammad and the staff at Levey used the PLC at Work process for school improvement, and they have been recognized in several videos and articles as a model high-performing PLC.
