Leverage: Using PLCs to Promote Lasting Improvement in Schools

Discover high-impact leadership strategies for a thriving learning community!

Faced with the growing demands of leadership in today’s schools, how can principals and teacher leaders ensure their actions will impact teaching and learning in positive ways? This compelling new book by Thomas Many and Susan Sparks-Many provides straightforward solutions for the complex challenges school leaders face. Discover how implementing a few specific high-leverage strategies, grounded in the core beliefs of Professional Learning Communities (PLCs), can promote lasting improvement in schools. This book’s concrete examples of high-leverage, evidence-based practices help you:

• Understand the essential role principals and teacher leaders play in leading PLCs
• Foster an understanding of how PLCs can support implementation of major instructional shifts such as the new     Common Core State Standards
• Apply high-leverage strategies across your own school and district to improve instruction and better serve the needs       of all students

You’ll find invaluable self-assessment forms, templates, case studies, planning examples, and more. Use Leverage as your essential leadership tool to transform your school into a thriving learning community!

"In Leverage, the authors craft a coherent and compelling argument for doing less but going deeper in support of school reform.  A thoughtful sense of the literature informs approaches that we all need help with―how to integrate and align our efforts in supporting student success and how to do that in sustainable ways."
―Peter Dillon, Superintendent
Berkshire Hills Regional School District, Stockbridge, MA

"If you are wondering which items should be at the top of your priority list, read this book, after which you will truly know what is important and how to implement sustainable change in your school that will result in better student achievement."
―Jim Anderson, Principal
Andersen Jr. High School, Chandler, AZ

"This book addresses PRECISELY the tension that so many of us feel. The whole concept of leverage crystallizes what we′ve been wrestling with in our building."
―Ryan Giegling, Second-Grade Teacher
Ganiard Elementary, Mt. Pleasant, MI

Thomas W. Many, EdD, works with teachers, administrators, school boards, parents, and other education stakeholders on organizational leadership, implementation and change, and Professional Learning Communities strategies and concepts.

Dr. Many′s long and distinguished career includes 20 years of experience as a superintendent. He has also served as a classroom teacher, learning center director, curriculum supervisor, principal, and assistant superintendent.

As former superintendent of Kildeer Countryside Community Consolidated School District 96 in Buffalo Grove, Illinois, Dr. Many used the tenets of the PLC at Work™ process to ensure high levels of learning for all students. He played a key role in preparing elementary and middle grade students for entering Adlai E. Stevenson High School, a nationally recognized PLC. Under Dr. Many′s leadership, student achievement in District 96 improved every year for 12 consecutive years. More than 95 percent of all students now meet or exceed state standards. The district has been especially effective in helping students with special needs improve their academic performance. It has become recognized as one of the premier elementary school districts in the nation. A dedicated PLC practitioner, he is a compelling and sought-after speaker.

Dr. Many has written numerous articles and has coauthored books.

Susan Sparks Many provides professional development for building and sustaining professional learning communities and strengthening skills for effective teaming. Her extensive experience as an education leader includes service as a teacher, staff developer, and executive director. She worked in four different Boards of Cooperative Educational Services (BOCES) in Colorado and received state recognition for her work in standards-based education. Susan retired as executive director of the Front Range BOCES for Teacher Leadership, where she served 19 metro area school districts and the School of Education and Human Development at the University of Colorado Denver.

Her workshops and presentations focus on impacting results through interpersonal effectiveness, facilitating difficult conversations, and creating collaborative teams. Known as a results-based facilitator, Susan assists teams with developing skills to collaborate and increase student achievement.

Susan′s passion for empowering educators is evident in every aspect of her work. Her areas of expertise include consensus building, decision making, contract negotiations, conflict resolution, strategic planning, and professional learning communities.

Susan earned a bachelor of arts and teaching certification from Western State College of Colorado and a master of arts and administrative license from the University of Northern Colorado.