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| dufour's 4 questions: Learning by Doing Richard DuFour, Rebecca DuFour, 2013-06-15 Like the first edition, the second edition of 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). |
| dufour's 4 questions: Getting Smart Tom Vander Ark, 2011-09-20 A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer personal digital learning opportunities, and discusses what we need to do to remake our schools into smart schools. Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews smart tools for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and smart schools Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures |
| dufour's 4 questions: Learning by Doing Richard DuFour, Rebecca Burnette DuFour, Robert E. Eaker, Thomas W. Many, Mike William Mattos, 2020 In the third edition of Learning by Doing: A Handbook for Professional Learning Communities at Work®, authors Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos provide educators with a comprehensive, bestselling guide to transforming their schools into professional learning communities (PLCs). In this revised version, contributor and Canadian educator Karen Power has adapted the third edition for Canadian educators, emphasizing how Canadian educators can effectively improve learning for each student across their unique and widely diverse provinces and territories. Rewritten so that the scenarios, research, and language appropriately meet the needs of Canadian educators, this version is packed with real-world strategies and advice that will assist readers in transforming their school or district into a successful PLC. |
| dufour's 4 questions: Professional Learning Communities at Work Richard DuFour, Robert E. Eaker, 1998 Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide. |
| dufour's 4 questions: On Your Mark Thomas R. Guskey, 2014-08-05 Create and sustain a learning environment where students thrive and stakeholders are accurately informed of student progress. Clarify the purpose of grades, craft a vision statement aligned with this purpose, and discover research-based strategies to implement effective grading and reporting practices. Identify policies and practices that render grading inaccurate, and understand the role grades play in students’ future success and opportunities. |
| dufour's 4 questions: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-05-16 What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy. PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy. |
| dufour's 4 questions: On Common Ground Richard DuFour, Robert Eaker, 2009-04-01 This anthology presents the recommendations of education leaders, and each chapter contributes to a sound conceptual framework and offers specific strategies for developing PLCs. These leaders have found common ground in expressing their belief in the power of PLCs although clear differences emerge regarding their perspectives on the most effective strategy for making PLCs the norm in North America. |
| dufour's 4 questions: Cultures Built to Last Richard DuFour, Michael Fullan, 2013-05-20 Take your professional learning community to the next level! Discover a systemwide approach for re-envisioning your PLC while sustaining growth and continuing momentum on your journey. You’ll move beyond isolated pockets of excellence while allowing every person in your school system—from teachers and administrators to students—the opportunity to be an instrument of lasting cultural change. |
| dufour's 4 questions: Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek, 2004-07 |
| dufour's 4 questions: Driven by Data Paul Bambrick-Santoyo, 2010-04-12 Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD. |
| dufour's 4 questions: Revisiting Professional Learning Communities at Work® Richard DuFour, Rebecca DuFour, 2009-11-01 This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey. |
| dufour's 4 questions: The Moral Imperative Realized Michael Fullan, 2011 Achieve system wide progress -- |
| dufour's 4 questions: The Practice of Authentic PLCs Daniel R. Venables, 2011-01-11 Discover the keys to building effective 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 |
| dufour's 4 questions: Clarity for Learning John Almarode, Kara Vandas, 2018-10-24 An essential resource for student and teacher clarity With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students through five essential components: crafting learning intentions and success criteria co-constructing learning intentions and success criteria with learners creating opportunities for students to respond effective feedback on and for learning students and teachers sharing learning and progress The book is full of examples from teachers and leaders who have shared their journey, struggles, and successes for readers to use to propel their own work forward. |
| dufour's 4 questions: Learning Communities In Practice Anastasia Samaras, Anne R. Freese, Clare Kosnik, Clive Beck, 2008-10-26 Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: “Are learning communities essential in education?” “How are they designed and developed?” “What difference do they make in learning?” The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the “how to” of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators. |
| dufour's 4 questions: The Data Coach's Guide to Improving Learning for All Students Nancy Love, Katherine E. Stiles, 2008-02-27 Use data as an effective tool for school change and improvement! This resource helps data team facilitators move schools away from unproductive data practices and toward examining data for systematic and continuous improvement in instruction and learning. The book, which includes a CD-ROM with slides and reproducibles, illustrates how the authors' model has proven successful in: Narrowing achievement gaps in all content areas and grade levels Achieving strong, continuous gains in local and state assessments in mathematics, science, and reading Initiating powerful conversations about race/ethnicity, class, educational status, gender, and language differences Developing a vision for a high-performing, data-informed school culture |
| dufour's 4 questions: Dive Into Deep Learning Joanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, Max Drummy, 2019-07-15 The leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller, Deep Learning: Engage the World Change the World. This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design deep learning, measure progress, and assess conditions needed to activate and sustain innovation. Dive Into Deep Learning: Tools for Engagement is rich with resources educators need to construct and drive meaningful deep learning experiences in order to develop the kind of mindset and know-how that is crucial to becoming a problem-solving change agent in our global society. Designed in full color, this easy-to-use guide is loaded with tools, tips, protocols, and real-world examples. It includes: • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — character, citizenship, collaboration, communication, creativity, and critical thinking. • Learning progressions to help educators analyze student work and measure progress. • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital. • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. Learn about, improve, and expand your world of learning. Put the joy back into learning for students and adults alike. Dive into deep learning to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself. |
| dufour's 4 questions: Dateline Paul Fleischman, Gwen Frankfeldt, Glenn Morrow, 2006-08-08 Offers a retelling of the story of the Trojan War illustrated with collages featuring newspaper clippings of modern events from World War I through the Iraq War. |
| dufour's 4 questions: What Works in Schools Robert J. Marzano, 2003 Schools can and do affect student achievement, and this book recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data. |
| dufour's 4 questions: Neurobiology of Chemical Communication Carla Mucignat-Caretta, 2014-02-14 Intraspecific communication involves the activation of chemoreceptors and subsequent activation of different central areas that coordinate the responses of the entire organism—ranging from behavioral modification to modulation of hormones release. Animals emit intraspecific chemical signals, often referred to as pheromones, to advertise their presence to members of the same species and to regulate interactions aimed at establishing and regulating social and reproductive bonds. In the last two decades, scientists have developed a greater understanding of the neural processing of these chemical signals. Neurobiology of Chemical Communication explores the role of the chemical senses in mediating intraspecific communication. Providing an up-to-date outline of the most recent advances in the field, it presents data from laboratory and wild species, ranging from invertebrates to vertebrates, from insects to humans. The book examines the structure, anatomy, electrophysiology, and molecular biology of pheromones. It discusses how chemical signals work on different mammalian and non-mammalian species and includes chapters on insects, Drosophila, honey bees, amphibians, mice, tigers, and cattle. It also explores the controversial topic of human pheromones. An essential reference for students and researchers in the field of pheromones, this is also an ideal resource for those working on behavioral phenotyping of animal models and persons interested in the biology/ecology of wild and domestic species. |
| dufour's 4 questions: Leading Professional Learning Communities Shirley M. Hord, William A. Sommers, 2008-02-01 Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity. —From the Foreword by Andy Hargreaves The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning. —Joseph Murphy, Professor Vanderbilt University The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′ —Arthur L. Costa, Professor Emeritus California State University, Sacramento Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit. —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision. —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, rocks in the road and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning. |
| dufour's 4 questions: The Five Disciplines of PLC Leaders Timothy D. Kanold, 2011-08-01 Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex |
| dufour's 4 questions: Leaders of Learning Richard DuFour, Robert J. Marzano, 2011-07-26 For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms |
| dufour's 4 questions: School Leadership and Educational Change in Singapore Benjamin Wong, Salleh Hairon, Pak Tee Ng, 2019-03-29 This book provides readers with insights into how Singapore school leaders are actively engaged in the transformation of the Singapore education system. It brings to attention crucial elucidations of the increasing demand and complexity placed on school leaders through the use of case studies. Each chapter in the book focuses on a particular issue which has become important or has gained renewed importance in the Singapore education system. The chapters first provide a background to the theme under examination and a theoretical basis for discussion. They then narrate the case that shows how school leaders interpret and implement policy initiatives in their respective schools or lead change in that area. The case studies span over a wide range of domains such as instructional leadership, assessment leadership, stakeholder engagement, professional learning communities, and school branding. The data collected from these case studies came primarily from interviews of educators in their respective school contexts, in addition to other sources of data such as artifacts. Each case study highlights descriptions, interpretations, and perspectives across school contexts, which is consistent with the proposition that school leadership is very much shaped by context. At the end of each chapter, there are guiding questions to help readers critically analyse and reflect on the main learning points of the case. |
| dufour's 4 questions: Instructional Planning for Effective Teaching James H. Stronge, Xianxuan Xu, 2015-11-13 Cultivate meaningful learning schoolwide. Taking a practical approach to instructional planning, the authors outline research-based planning tools and illustrate how teachers, leaders, and administrators can use these tools in everyday practice. Discover powerful strategies and guidelines for developing quality lessons, setting learning objectives, planning differentiated instruction, and designing technology-integrated learning to effectively teach and challenge every student. |
| dufour's 4 questions: UDL Now! Katie Novak, 2016 In this revised and expanded edition of UDL Now! Katie Novak provides practical insights and savvy strategies for helping all learners meet high standards using the principles of Universal Design for Learning (UDL). UDL is a framework for inclusive education that aims to lower barriers to learning and optimize each individual's opportunity to learn. Novak shows how to use the UDL Guidelines to plan lessons, choose materials, assess learning, and improve instructional practice. Novak discusses key concepts such as scaffolding, vocabulary-building, and using student feedback to inform instruction. She also provides tips on recruiting students as partners in the teaching process, engaging their interest in how they learn. UDL Now! is a fun and effective Monday-morning playbook for great teaching. |
| dufour's 4 questions: Essential Questions Jay McTighe, Grant Wiggins, 2013-03-27 What are essential questions, and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested response strategies to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages. |
| dufour's 4 questions: Powerless to Powerful Charles Salina, Suzann Girtz, Joanie Eppinga, 2015-12-08 The pressure is on. Throughout the country, educators and administrators are working hard to make sure students pass standardized tests and graduate. At the same time, teachers are overwhelmed by ever-increasing demands. Efforts at reforming schools often replicate the same approaches and net the same discouraging results. Staff at many schools feel defensive and powerless as a result of being unable to meet standards they didn’t set and don’t know how to achieve. This book describes a humanistic approach to implementing programs and systems that bring academic press, social support, and relational trust together in unique ways. Based on the understanding that old beliefs are changed by supporting new behaviors, the approach includes acquiring and using data in innovative and intentional ways. Properly conducted, the approach results in high morale, a sense of inclusiveness and success, increased efficacy, and improved metrics in all areas of education. The book includes the research and theory behind the approach, action steps for leaders, and lessons learned in the process—useful elements of success for any school. |
| dufour's 4 questions: Common Formative Assessment Kim Bailey, Chris Jakicic, 2011-10-11 Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning |
| dufour's 4 questions: Facilitating Teacher Teams and Authentic PLCs: The Human Side of Leading People, Protocols, and Practices Daniel R. Venables, 2017-12-20 As professional learning communities become more widespread, educators have learned that they can’t simply form grade-level or subject-area teams and call it a day. To profoundly affect teacher practice and student learning, PLCs need strong and knowledgeable leadership. In Facilitating Teacher Teams and Authentic PLCs, Daniel R. Venables draws on his extensive experience helping schools and districts implement effective PLCs to explore this crucial but often-overlooked need. Taking a two-pronged approach to PLC facilitation, Venables offers targeted guidance both for leading the people in teacher teams and for facilitating their work. This practical resource provides Strategies for facilitating interactions among colleagues in PLCs and building trust and buy-in. Field-tested, user-friendly protocols to focus and deepen team discussions around texts, data, teacher and student work, teacher dilemmas, and collaborative planning time. Tips for anticipating and addressing interpersonal conflicts and obstacles that commonly arise during use of protocols. Current and prospective PLC facilitators at every grade level will find this book an essential guide to navigating the challenging and rewarding endeavor of leading authentic PLCs. Build your skills, and help your team rise to the next level. |
| dufour's 4 questions: Raising the Bar and Closing the Gap Richard DuFour, Rebecca DuFour, 2010-04-01 This expansion of Whatever It Takes sharpens the focus on the pyramid of interventions strategy. The authors examine case studies of schools and districts across North America to illustrate how PLC at WorkTM is a sustainable and transferable process that ensures struggling students get the support they need to achieve. They address how to enrich and extend the learning of proficient students and explain how PLC intervention processes align with RTI legislation. |
| dufour's 4 questions: Medical and Veterinary Entomology Gary R. Mullen, Lance A. Durden, 2009-04-22 Medical and Veterinary Entomology, Second Edition, has been fully updated and revised to provide the latest information on developments in entomology relating to public health and veterinary importance. Each chapter is structured with the student in mind, organized by the major headings of Taxonomy, Morphology, Life History, Behavior and Ecology, Public Health and Veterinary Importance, and Prevention and Control. This second edition includes separate chapters devoted to each of the taxonomic groups of insects and arachnids of medical or veterinary concern, including spiders, scorpions, mites, and ticks. Internationally recognized editors Mullen and Durden include extensive coverage of both medical and veterinary entomological importance. This book is designed for teaching and research faculty in medical and veterinary schools that provide a course in vector borne diseases and medical entomology; parasitologists, entomologists, and government scientists responsible for oversight and monitoring of insect vector borne diseases; and medical and veterinary school libraries and libraries at institutions with strong programs in entomology. Follows in the tradition of Herm's Medical and Veterinary Entomology The latest information on developments in entomology relating to public health and veterinary importance Two separate indexes for enhanced searchability: Taxonomic and Subject New to this edition: Three new chapters Morphological Adaptations of Parasitic Arthropods Forensic Entomology Molecular Tools in Medical and Veterinary Entomology 1700 word glossary Appendix of Arthropod-Related Viruses of Medical-Veterinary Importance Numerous new full-color images, illustrations and maps throughout |
| dufour's 4 questions: Leading and Learning Fred Steven Brill, 2008 Faced with a vast list of roles and responsibilities and answering to a broad array of stakeholders, school administrators can feel like they must constantly play the role of invincible superhero. Rarely do they have the opportunity to engage in the kind of reflection, inquiry, and collegial sharing that is so effective in teacher professional development. In Leading and Learning, Fred Brill draws on personal narratives from new and experienced school administrators to examine common themes, concerns, successes, and failures. From these stories, practices and protocols emerge to help administrators navigate the complexity of their jobs, and better manage their own professional development. Leading and Learning examines the administrative roles of school leaders from enforcer to system-builder, to instructional leader as well as the psychological, emotional aspects of the position, and the impact of school culture. Fred shares research on the success and structures of professional learning communities and shows how the power of combining PLCs with the practice of reflective storytelling results in better school leadership and professional growth. Woven throughout the book are stories from over 260 interviews with school administrators that will energize readers while generating chuckles and knowing nods. The book' s goal is to provide a model that inspires change in schools and in administrator induction programs. By offering a detailed analysis of effective (and ineffective) leadership, Leading and Learning gives readers a new method for making decisions, solving problems, and working to get things done in their school communities. And by demonstrating the power of reflective storytelling and collaborative learning, it provides school leaders with an effective process for more clearly translating belief into action. |
| dufour's 4 questions: Pyramid Response to Intervention Austin Buffum, Mike Mattos, 2009-12-01 Accessible language and compelling stories illustrate how RTI is most effective when built on the Professional Learning Communities at WorkTM process. Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions—from basic to intensive—to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school. |
| dufour's 4 questions: Insights Into Action William Sterrett, 2011 Award-winning educator William Sterrett draws from research and interviews with distinguished practitioners to identify the most important issues facing today's school leaders and offer practical, effective strategies to help leaders realize growth in their schools. |
| dufour's 4 questions: Professional Learning Communities Louise Stoll, Karen Seashore Louis, 2007-03-16 “All who are interested and concerned about educational reform and the improvement of schools will find this book a must read. It stimulates, it challenges, and it informs, such that the reader is most surely enriched by its plenitude.” Dr Shirley Hord, Scholar Emerita “At last we have a book of international cases to add to the literature on networks! Policymakers and practitioners alike will find the reasons why networks are fast becoming the reform organizations of choice. The book elevates network understanding to a new level.” Ann Lieberman, Senior Scholar at the Carnegie Foundationfor the Advancement of Teaching What is a professional learning community? What are the key challenges facing these communities and how might they be resolved? Is it time to extend our thinking about professional learning communities? There is great interest internationally in the potential of professional learning communities for enhancing educational reform efforts and sustaining improvement. This international collection expands perceptions and understanding of professional learning communities, as well as highlighting frequently neglected complexities and challenges. Drawing on research, each chapter offers a deeper understanding of topics such as distributed leadership, dialogue, organisational memory, trust, self-assessment and inquiry, and purpose linked to learning. The last section of the book focuses upon three of the most challenging dilemmas that face developing professional learning communities - developing professional learning communities in secondary school, building social capital, and sustaining professional learning communities. The authors provide pointers on why these challenges exist, offering rays of hope for ways forward. Professional Learning Communities is key international reading for education professionals, school practitioners, policymakers, academics and research students. It is a must-read for anyone interested in building capacity for sustainable learning and the ability to harness your community as a resource for change. |
| dufour's 4 questions: In Praise of American Educators Richard DuFour, 2015 Leadership, Professional Learning Communities, PLC at Work |
| dufour's 4 questions: Learning Together, Leading Together Shirley M. Hord, 2004-01-05 Increasingly the education world is recognizing that the development of learning communities is an effective means for improving schools without increasing the budget or adding new programs. This indispensible volume offers practical advice gathered from 22 schools (elementary, middle, and high schools) that have successfully modeled or are creating professional learning communities. |
| dufour's 4 questions: Mathematics Unit Planning in a Plc at Work(r), Grades 6 - 8 Sarah Schuhl, Timothy D. Kanold, Jessica Kanold-McIntyre, Suyi Chuang, Matthew R. Larson, Mignon Smith, 2020 What exactly do your students need to know by the end of each unit of mathematics study throughout the school year? This practical resource empowers teacher teams to collectively plan for and deliver highly effective units of study in grades 6-8. The authors clearly outline how to generate essential learning standards, create a team unit calendar, identify prior knowledge, and complete many other essential collaborative tasks. Use this resource to provide intermediate grade-level students with a more equitable mathematics learning experience Understand how to collaboratively plan mathematics units in grades 6-8 as a professional learning community (PLC). Study the seven unit-planning elements and learn how to incorporate each in essential unit design. Review the role of the PLC at Work® process in enhancing student learning and teacher collaboration. Observe three model units, one for each grade, for ratios and proportional reasoning. Receive tools and templates for effective unit planning. Contents: Acknowledgments Table of Contents About the Authors Introduction Part One: Mathematics Unit Planning and Design Elements Chapter 1: Planning for Student Learning of Mathematics in Grades 6-8 Chapter 2: Unit Planning as a Collaborative Mathematics Team Part Two: Ratios and Proportional Reasoning Examples, Grades 6-8 Chapter 3: Grade 6 Unit--Ratios and Rates Chapter 4: Grade 7 Unit--Proportional Reasoning Chapter 5: Grade 8 Unit--Linear Functions Epilogue Appendix A: Create a Proficiency Map Appendix B: Team Checklist and Questions for Mathematics Unit Planning References and Resources Index |
| dufour's 4 questions: Female Authorship, Patronage, and Translation in Late Medieval France Anneliese Pollock Renck, 2018 This study sheds light on the development of female authorship in the sixteenth century, through a close analysis of the female patronage and manuscript production leading up to the Renaissance in late medieval France. Under what conditions did women in late medieval France learn to read and write? What models of female erudition and authorship were available to them in the fourteenth and fifteenth centuries? These questions, often difficult to answer in the extant historical record, are approached here via a number of perspectives, namely, the patronage and book ownership of women between the late medieval and early modern periods, and their involvement in the translation of works from Latin to French. |
PLCs and the 4 Essential Questions of Learning - ICS Addis
Question 4 forces PLC members to look at the evidence of student learning, for each and every student, and come up with creative ways to challenge students to take the next step in their …
Bringing the Four PLC Questions to Life: Systems That Ensure …
This session focuses on systemic implementation of the four critical questions of a PLC. Participants gain a powerful understanding of what it takes to move from theory to practical, …
Four Critical Questions
Four Critical Questions Collaborative teams within schools that function as PLCs focus their work on the following four critical questions: 1. What is it we expect our students to learn? 2. How …
PLC Framework Four Guiding Questions of a PLC - LPS
Discuss PLC questions 1-4 and deeply plan lessons together. Determine a plan for student assessment. Teach the series of lessons and collaborate on student progress along the way. …
A Big Picture Look at Professional Learning Communities
This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working …
Figure 2.2: Alignment of the Three Big Ideas, Four Pillars, and …
Four Critical Questions What is it we want our students to know and be able to do? How will we know if each student has learned it? How will we respond when some students do not learn it? …
4 Critical Questions Of A Plc (Download Only) - api.spsnyc.org
4 Critical Questions Of A Plc: Professional Learning Communities at Work Richard DuFour,Robert E. Eaker,1998 Provides specific information on how to transform schools into results oriented …
Professional Learning Communities Impact Student Success
Every meeting is focused on the four critical questions about student learning. Each team maintains a notebook with all meeting agendas, lists of at-risk students, common …
FORT WAYNE presentation
Dufour’s 4 questions 1.What do we want each student to learn? 2.How will we know when they know it? 3.What do we do if they don’t know it? 4.What do we do when they do know it? …
What do o students - SharpSchool
Professional Learning Communities (PLCs) and the Four Critical Questions What do students need to know and be able to do? o A PLC is characterized by the belief that the fundamental …
Dr. Rick DuFour And Becky DuFour - admin.kasa.org
essential curricular goals” (our emphasis, Lezotte, 2001, p.4). Professional learning communities are characterized by an academic focus that begins with a set of practices that bring clarity, …
Leading Proficiency Series - Great Schools Partnership
DuFour’s 4 Questions 1. What will students learn? 2. How will we know they’ve learned it? 3. What do we do if they don’t learn it? 4. What do we do if they do learn it?
Learning By Doing: A Handbook for - Solution Tree
Reflect on the following questions, and clarify what. PLC means in your school or district. 1. What is the fundamental purpose of your school? The very essence of a learning. community is a …
DuFour Professional Learning Communities at Work: Lessons …
—DuFour, DuFour, Eaker, Many, & Mattos, Learning by Doing: A Handbook for Professional Learning Communities at Work, 2016 Six Characteristics of PLCs at Work! Collectively pursue …
How PLC Impact Student Success toolkits - K-12 Blueprint
The following are suggested questions that principals and teachers can use to spark discussions about PLCs: 1. What are the common characteristics of a PLC, and how do we already …
Rick Dufour 4 Questions (book) - interactive.cornish.edu
Rick Dufour 4 Questions: Learning by Doing Richard DuFour,Rebecca DuFour,2013-06-15 Like the first edition the second edition of Learning by Doing A Handbook for Professional Learning …
4 Critical Questions Of A Plc (PDF) - api.spsnyc.org
4 Critical Questions Of A Plc: Professional Learning Communities at Work Richard DuFour,Robert E. Eaker,1998 Provides specific information on how to transform schools into results oriented …
Continuous Improvement Fact Sheet - Serendipity Center
Each team uses DuFour’s 4 Questions: What do we expect our students to learn? How will we respond if they already know it? How will we know they are learning? How will we respond …
Leading Proficiency Series - greatschoolspartnership.org
DuFour’s 4 Questions 1. What will students learn? 2. How will we know they’ve learned it? 3. What do we do if they don’t learn it? 4. What do we do if they do learn it?
4 Plc Questions (book) - api.spsnyc.org
4 Plc Questions: Professional Learning Communities at Work Richard DuFour,Robert E. Eaker,1998 Provides specific information on how to transform schools into results oriented …
PLCs and the 4 Essential Questions of Learning - ICS Addis
Question 4 forces PLC members to look at the evidence of student learning, for each and every student, and come up with creative ways to challenge students to take the next step in their …
Bringing the Four PLC Questions to Life: Systems That Ensure …
This session focuses on systemic implementation of the four critical questions of a PLC. Participants gain a powerful understanding of what it takes to move from theory to practical, …
Four Critical Questions
Four Critical Questions Collaborative teams within schools that function as PLCs focus their work on the following four critical questions: 1. What is it we expect our students to learn? 2. How …
PLC Framework Four Guiding Questions of a PLC - LPS
Discuss PLC questions 1-4 and deeply plan lessons together. Determine a plan for student assessment. Teach the series of lessons and collaborate on student progress along the way. …
A Big Picture Look at Professional Learning Communities
This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working …
Figure 2.2: Alignment of the Three Big Ideas, Four Pillars, and …
Four Critical Questions What is it we want our students to know and be able to do? How will we know if each student has learned it? How will we respond when some students do not learn it? …
4 Critical Questions Of A Plc (Download Only) - api.spsnyc.org
4 Critical Questions Of A Plc: Professional Learning Communities at Work Richard DuFour,Robert E. Eaker,1998 Provides specific information on how to transform schools into results oriented …
Professional Learning Communities Impact Student Success
Every meeting is focused on the four critical questions about student learning. Each team maintains a notebook with all meeting agendas, lists of at-risk students, common assessments, …
FORT WAYNE presentation
Dufour’s 4 questions 1.What do we want each student to learn? 2.How will we know when they know it? 3.What do we do if they don’t know it? 4.What do we do when they do know it? …
What do o students - SharpSchool
Professional Learning Communities (PLCs) and the Four Critical Questions What do students need to know and be able to do? o A PLC is characterized by the belief that the fundamental …
Dr. Rick DuFour And Becky DuFour - admin.kasa.org
essential curricular goals” (our emphasis, Lezotte, 2001, p.4). Professional learning communities are characterized by an academic focus that begins with a set of practices that bring clarity, …
Leading Proficiency Series - Great Schools Partnership
DuFour’s 4 Questions 1. What will students learn? 2. How will we know they’ve learned it? 3. What do we do if they don’t learn it? 4. What do we do if they do learn it?
Learning By Doing: A Handbook for - Solution Tree
Reflect on the following questions, and clarify what. PLC means in your school or district. 1. What is the fundamental purpose of your school? The very essence of a learning. community is a …
DuFour Professional Learning Communities at Work: Lessons …
—DuFour, DuFour, Eaker, Many, & Mattos, Learning by Doing: A Handbook for Professional Learning Communities at Work, 2016 Six Characteristics of PLCs at Work! Collectively pursue …
How PLC Impact Student Success toolkits - K-12 Blueprint
The following are suggested questions that principals and teachers can use to spark discussions about PLCs: 1. What are the common characteristics of a PLC, and how do we already employ …
Rick Dufour 4 Questions (book) - interactive.cornish.edu
Rick Dufour 4 Questions: Learning by Doing Richard DuFour,Rebecca DuFour,2013-06-15 Like the first edition the second edition of Learning by Doing A Handbook for Professional Learning …
4 Critical Questions Of A Plc (PDF) - api.spsnyc.org
4 Critical Questions Of A Plc: Professional Learning Communities at Work Richard DuFour,Robert E. Eaker,1998 Provides specific information on how to transform schools into results oriented …
Continuous Improvement Fact Sheet - Serendipity Center
Each team uses DuFour’s 4 Questions: What do we expect our students to learn? How will we respond if they already know it? How will we know they are learning? How will we respond …
Leading Proficiency Series - greatschoolspartnership.org
DuFour’s 4 Questions 1. What will students learn? 2. How will we know they’ve learned it? 3. What do we do if they don’t learn it? 4. What do we do if they do learn it?
4 Plc Questions (book) - api.spsnyc.org
4 Plc Questions: Professional Learning Communities at Work Richard DuFour,Robert E. Eaker,1998 Provides specific information on how to transform schools into results oriented …
