"This text illustrates the essence of what it really means to be a teacher-to care deeply and to think and act collectively about student and teacher learning." -Barrie Bennet, Professor OISE/University of Toronto, Ontario "Daniel Venables has made a terrific contribution to the growing effort of teachers to educate ourselves in professional learning communities through protocols that focus our attention on the right stuff. Happily his writing is as accessible as his material is useful and his insights fresh." -Joseph P. McDonald, Professor of Teaching and Learning and author of The Power of Protocols New York University Discover the keys to building effective, authentic PLCs Creating an authentic professional learning community requires breaking down the walls of isolation and collaborating to improve student learning, because collectively we are more than the sum of our parts. Grounded in the award-winning author's foundational work with the Coalition of Essential Schools, this book enables educators to hit the ground running with a research-based process that includes: Setting the foundation for collaboration and team building Facilitating protocols Examining student and teacher work Implementing teacher-designed common formative assessments Analyzing and responding to data Educators will find numerous strategies, activities, exercises, and guidance for PLC leaders, including FAQs and a troubleshooting guide to common obstacles. When teachers are given the time, tools, and power to improve instruction, everyone benefits.
Preface Acknowledgments About the Author Introduction The Call for PLCs Out With Programs, In With People I. The Context for Authentic PLCs 1. The Business of PLCs PLCs in Context Meeting Logistics The Roles of the Players Summary: PLCs 2. What to Do First: Building a Foundation for Collaboration Building the Teams Establishing Group Norms Constructing Community Knowledge Summary: Collaboration II. The Essential Tasks of Authentic PLCs 3. Looking at Student and Teacher Work Protocols for Student and Teacher Work Feedback Bringing and Examining Work Peer Observations Summary: Looking at Work 4. Designing Quality Common Formative Assessments Deciding Assessment Content Designing Standards-Based Assessments Alternative Forms of Common Assessments Scoring and Grading CFAs Reviewing CFA Data and Planning for Intervention Summary: CFAs 5. Reviewing and Responding to Data Data Literacy Reviewing Existing Data Pursuing Additional Data Translating Data Into Action Summary: Data III. Coaching Authentic PLCs 6. Coach's Guide to Facilitating Protocols and Activities Protocols for Team Building, Norm Setting, and Constructing Community Knowledge Protocols for Teacher and Student Work and Issues and Dilemmas Two Facilitator Protocols Frequently Asked Questions Summary: Coaching Protocols 7. Troubleshooting Common Obstacles Common Obstacles and Challenges A Note to Principals Summary: Coaching Teachers Coach's Appendix Protocols and Activities References and Further Readings Index
"This text illustrates the essence of what it really means to be a teacher; to care deeply and to think and act collectively about student and teacher learning." -- Barrie Bennet, Professor "This book offers its readers practical tools and hard-won insights gleaned from Venables' extensive experience in the day-to-day work of PLCs. This guide is a valuable resource for seriously creating PLCs that continuously improve teaching and learning for the benefit of all students." -- Dennis Sparks, Emeritus Executive Director "The book provides a clear roadmap for a member or facilitator of a PLC." -- Diane Barone, Professor "This is one of the most helpful books I have read on developing an effective Professional Learning Community in a school. It will make a distinct contribution to the field." -- Rosemarie Young, Principal "This book offers a practical approach to school cultural change through the implementation of the underlying principles of Professional Learning Communities. Readers are walked through the key developmental stages and processes to change the relationships within the school, and consequently the way the school operates to improve students' learning." -- Neil MacNeill, Principal "Daniel Venables has made a terrific contribution to the growing effort of teachers to educate ourselves in professional learning communities through protocols that focus our attention on the right stuff. Happily his writing is as accessible as his material is useful and his insights fresh." -- Joseph P. McDonald, Professor of Teaching and Learning and author of The Power of Protocols "This fine pick considers team building, protocols for success, and teacher-designed formative assessments to teach how to respond to data and develop exercises and activities for PLC leaders." -- James A. Cox, Editor in Chief
