Includes bibliographical references and index.
|Statement||Parry Graham, William Ferriter ; foreword by Richard DuFour, Rebecca DuFour, and Robert Eaker.|
|LC Classifications||LB1731 .G67 2010|
|The Physical Object|
|ISBN 10||9781934009598, 9781935249221|
|LC Control Number||2009027099|
Building a Professional Learning Community at Work™ A Guide to the First Year Get a play-by-play guide to implementing PLC concepts. Each chapter begins with a story focused on a particular challenge. Building a Professional Learning Community at Work ™ Get a compelling, accessible narrative to grasp PLC problems and solutions. Read the book cover to cover or select chapters for minilessons. Gain reproducible tools you can use in your own schools%(3). Learning by Doing: A Handbook for Professional Learning Communities at Work helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs). This handbook is a guide for action that will: Help educators develop a common vocabulary and consistent understanding of key PLC concepts. Present a compelling argument that4/5. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement _____ Study Guide This study guide is a companion to the classic book by Richard DuFour and Robert Eaker: Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. It can be used by individuals, smallFile Size: KB.
Leading Professional Learning Communities: Voices From Research and Practice () by Shirley M. Hord and William A. Sommers This book explores the critical role of the principal and other leaders in the development of a PLC by examining the research literature and what really happens in schools. This book offers recommendations for those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts. References to and brief summaries of standards for curriculum, teacher preparation, school leadership, professional development programs, school Cited by: How to Create a Professional Learning Community. It takes careful planning to form a useful and functional PLC, but once the foundation is built, the benefits will soon be evident. This how-to article accompanies the feature "Teachers and Community Members Practice TLC with PLCs.".Author: Ellen Ullman. ‘A professional learning community that leads to continuous improvement in teaching practices and student outcomes does not just happen. It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as.
A professional learning community (PLC) involves much more than a staff meeting or group of teachers getting together to discuss a book they’ve read. Instead, a PLC represents the institutionalization of a focus on continuous improvement in staff performance as well as student learning. The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative. Professional learning communities (PLCs) are an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes. Professional learning community (PLC) schools start from a simple idea: students learn more when their teachers work together. Building a PLC is a proven way for schools to. professional in the building must engage with colleagues in the ongoing explo- ration of three crucial questions that drive the work of those within a sional learning community: What do we want each student to The answer to the third question separates learning communities from traditional schools. Here is a scenario that plays out daily.