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Learning by Doing A Handbook for Professional Learning Communities at Work™ Second Edition 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:
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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 Index ACTION GUIDE Learning By Doing (Second Edition) Action Guide REPRODUCIBLES Getting Started A Data Picture of Our School Critical Issues for Team Consideration Developing Norms 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 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 The Professional Learning Communities at Work™ Continuum Laying the Foundation Effective Communication 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 Systematic Intervention Collaborative Culture Using School Improvement Goals to Drive Team Goals Turning Data Into Information Implementing a PLC Districtwide Effective Communication, Chapter 9 SMART Goals SMART Goal Blank Worksheet SMART Goal Worksheet Example: Third-Grade Team SMART Goal Worksheet Example: Eighth-Grade Math SMART Goal Worksheet Example: American Government ADDITIONAL RESOURCES AllThingsPLC.info National Center for Research on Evaluation, Standards, & Student Testing Assessment Training Institute Crucial Skills National Assessment of Educational Progress |
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