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Learning by Doing
A Handbook for Professional Learning Communities at Work
Since the publication of the first edition of Learning by Doing, the authors have made presentations to tens of thousands of educators, served on dozens of panels to answer their questions, worked with several districts on a long-term ongoing basis to assist with their implementation of the professional learning community (PLC) concept, and participated in ongoing dialogue with educators on the AllThingsPLC.info website. This continuing work with teachers, principals, and central office staff from schools and districts throughout North America has given them a deeper understanding of the challenges educators face as they attempt to implement the professional learning community process in their organizations. This second edition attempts to draw upon that deeper understanding to provide educators with a more powerful tool for moving forward.
In this edition, the authors provide:
TABLE OF CONTENTS
Other Resources By or Featuring the Authors
Introduction to the Second Edition
Chapter 1: A Guide to Action for Professional Learning Communities at Work
Chapter 2: A Clear and Compelling Purpose
Chapter 3: Creating a Focus on Learning
Chapter 4: How Will We Respond When Some Students Don't Learn?
Chapter 5: Building the Collaborative Culture of a Professional Learning Community
Chapter 6: Creating a Results Orientation in a Professional Learning Community
Chapter 7: Using Relevant Information to Improve Results
Chapter 8: Implementing the PLC Process Districtwide
Chapter 9: Consensus and Conflict in a Professional Learning Community
Chapter 10: The Complex Challenge of Creating Professional Learning Communities
References and Resources
Learning By Doing (Second Edition) Action Guide
A Data Picture of Our School
Critical Issues for Team Consideration
Cultural Shifts in a Professional Learning Community
Glossary of Key Terms
What the Research Says
Why Should We Describe the School or District We Are Trying to Create?
Why Should We Articulate Collective Commitments?
Why Should Celebration Be a Part of Our Culture?
Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?
Why Should We Use Formative Assessments?
Why Should We Use Common Assessments?
Why Should We Implement Systematic Interventions?
Why Should We Use Teams as Our Basic Structure?
Why Should We Collaborate?
Why Should We Create Norms?
Why Do We Need SMART Goals?
How Can We Create a Result Orientation and Foster Continuous Improvement?
Why Is a Results Orientation the Key to School Effectiveness?
Why Is Principal Leadership So Important?
Why Do We Need Widely Distributed Leadership?
Part Six: Questions to Guide the Work of Your Professional Learning Community
The Professional Learning Communities at Work Continuum
Laying the Foundation
Learning as Our Fundamental Purpose (Part I)
Learning as Our Fundamental Purpose (Part II)
Building a Collaborative Culture Through High-Performing Teams
Focusing on Results (Part I)
Focusing on Results (Part II)
Implementing a PLC Districtwide
Responding to Conflict
Where Do We Go From Here? Worksheets
Laying the Foundation of a PLC
Effective Communication, Chapter 2
Clearly Defined Outcomes
Monitoring Each Student's Learning
Using School Improvement Goals to Drive Team Goals
Turning Data Into Information
Implementing a PLC Districtwide
Effective Communication, Chapter 9
SMART Goal Blank Worksheet
SMART Goal Worksheet Example: Third-Grade Team
SMART Goal Worksheet Example: Eighth-Grade Math
SMART Goal Worksheet Example: American Government
National Center for Research on Evaluation, Standards, & Student Testing
Assessment Training Institute
National Assessment of Educational Progress