Guiding Professional Learning Communities: Inspiration, Chal

Description:
This research-based sequel to 'Leading Professional Learning Communities' focuses on the practical process of implementing, improving, and sustaining PLCs. Appropriate for groups at all stages of PLC development, this field book helps educators improve PLC operations by facilitating individual and group development and growth. The authors provide learning opportunities that generate conversations about adult learning and contribute to supportive conditions that strengthen teacher quality and raise student outcomes.

Review:
'Although research on the effectiveness of professional learning communities (PLCs) can best described as 'mixed,' one thing is clear: they accomplish nothing without strong, knowledgeable, and courageous leadership. To improve teaching quality and student learning outcomes, someone has to take the reins and lead the effort with intelligence, skill, sensitivity, and a clear sense of purpose. This book offers the 'why' and the 'how' to those willing to take on the challenge.' -- Thomas R. Guskey, Professor of Educational Psychology 20090827 'One weekend morning, I sat down with my cup of coffee to read a book, and much to my delight, two hours later, I had not read a book, but rather mapped out a learning plan for an entire year. The best gift of all, everything I will need is right here in this book. When you sit down to read this book, make sure you have a calendar at your side. Get ready to go on a shopping spree of ideas; like all good shoppers choose wisely, for there is no way you can possibly use all of the ideas in this book in one year. I assure you, you will not have buyer's remorse!' -- Diane Zimmerman, Superintendent 20090831 'Too often PLCs are treated as events. The authors of this fine book make clear that an authentic PLC is neither an event nor a name. It is about embracing a form of leadership and learning in schools that requires fearless examination of teaching practices, faculty interactions, and student learning toward the goal of increased successful student learning. The book is so rich with information, resources, and learning activities revealing how this can be accomplished that it could serve as syllabus for a graduate course in school improvement.' -- Robert J. Garmston, Cofounder, Institute for Intelligent Behavior 20090928

Table of Contents:
Foreword by Roland S. Barth Acknowledgments About the Authors Part I. Introduction: Things You Need to Know Before You Use This Book Part II. Words to the Wise: Before You Begin Part III. Learning Opportunities: Tools, Tasks, Deep Thinking, and a Wee Bit of Trivia Learning Opportunity 0.1: A Crisp Rationale for PLCs Learning Opportunity 0.2: Benefits to Staff and to Students: A Flamingo Dialogue Learning Opportunity 0.3: Research-Based Components of a PLC: A Jigsaw Component 1: Shared Beliefs, Values, and Vision Overview and Current Thinking Learning Opportunity 1.1: My Personal Learning Compass Learning Opportunity 1.2: Creating a Culture of Academic Optimism Learning Opportunity 1.3: Prioritized Abandonment Learning Opportunity 1.4: Discovering Our Core Values Component 2: Shared and Supportive Leadership Overview and Current Thinking Learning Opportunity 2.1: Friendly Feedback for the Principal Learning Opportunity 2.2: A Guide for Making Decisions Learning Opportunity 2.3: Learning Conversations Learning Opportunity 2.4: Planting the PLC in a Strong Culture Learning Opportunity 2.5: Positive Deviance Learning Opportunity 2.6: Distributed Leadership Component 3: Structural Conditions Overview and Current Thinking Learning Opportunity 3.1: Time and Other Essential Ingredients Learning Opportunity 3.2: Assessing the Effectiveness of PLC Meetings Learning Opportunity 3.3: Assessment for PLC Development Learning Opportunity 3.4: The Learning Community's WORK Learning Opportunity 3.5: Identifying a PLC Learning Goal Learning Opportunity 3.6: Traffic Light Indicator Component 4: Relational Conditions Overview and Current Thinking Learning Opportunity 4.1: The Importance of Trust in the PLC Learning Opportunity 4.2: Group Development Learning Opportunity 4.3: Mapping Collaborative Interactions Learning Opportunity 4.4: Relational Conditions Learning Opportunity 4.5: Building Consensus Learning Opportunity 4.6: Defusing Conflict in a PLC Component 5: Intentional Collective Learning and Its Application Overview and Current Thinking Learning Opportunity 5.1: Leadership and the Enemies of Learning Learning Opportunity 5.2: Twelve Principles for Effective Adult Learning Learning Opportunity 5.3: The PLC Action Plan Learning Opportunity 5.4: Listening Together in the PLC Learning Opportunity 5.5: Using the Stages of Concern to Connect Professional Learning to the Classroom Learning Opportunity 5.6: Using the Levels of Use (LoU) to Connect Professional Learning to the Classroom Learning Opportunity 5.7: PLC Growth Development Profile Component 6: Sharing Personal Practice Overview and Current Thinking Learning Opportunity 6.1: 'Foursight' for Learning: Four Focus Areas to Consider in Monitoring for Student Learning Learning Opportunity 6.2: Four Conversations Learning Opportunity 6.3: Coaching: Transferring Adult Learning to the Classroom or What's Learned Here Leaves Here Learning Opportunity 6.4: Reflection Protocols Learning Opportunity 6.5: Video Sharing Protocol Part IV. Bringing Closure Resource A References Index

Author Biography:
James L. Roussin has been committed to improving teaching and learning in schools across the United States and abroad for the past 26 years. He has worked as a language arts teacher; gifted coordinator; ESL coordinator; curriculum director; executive director of teaching, learning, and school improvement; adjunct professor; and educational consultant. Roussin is currently working as a strategic change consultant, and is the executive director for Generative Human Systems. Roussin helped to revitalize the Minnesota Staff Development Council from 1998 to 2004 and served as its president for four of those years. He is currently serving as a board trustee on the National Staff Development Council. He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a national trainer for leadership development, cognitive coaching, adaptive schools, QLD (quality leadership by design)-S.M.A.R.T. goals, and program evaluation. In February of 2006, Roussin traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. More recently, he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. Roussin's current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science. Shirley M. Hord, Ph.D., is Scholar Laureate in association with the National Staff Development Council, following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to monitor the Leadership For Change Project, and support applications of the Concerns-Based Adoption Model (CBAM). In addition, she designs and coordinates professional development activities related to educational change, school improvement, and school leadership. Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as Co-Director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leadership in school change. This work focused on the concerns and needs of teachers implementing change in their content knowledge and instructional practices, and how leaders support them through structures and staff development interventions during the change process. She served as a Fellow of the National Center for Effective Schools Research and Development, and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices. In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, and Africa. Her current interests focus on qualitative research into understanding and delivering comprehensive educational reform to schools, and the functioning and creation of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numbers of articles and books, the most recent of which is (with Gene E. Hall) Implementing Change: Patterns, Principles, and Potholes (3rd edition); Learning Together, Leading Together: Changing Schools Through Professional Learning Communities (editor); Leading Professional Learning Communities: Voices from Research and Practice (2008). William A. Sommers is currently the Learning Alternatives director and leadership coach for Spring Lake Park District 12 in Spring Lake Park, Minnesota, consultant, and author. He is the former director of leadership & organizational development for Manor ISD in Texas, the former executive director for secondary curriculum and professional learning for Minneapolis Public Schools, and a school administrator for over 30 years. He has also been a Senior Fellow for the Urban Leadership Academy at the University of Minnesota. Sommers also has serv