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About the Authors | |
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Introduction | |
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School Improvement Means People Improvement | |
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Denial | |
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Failed Strategies | |
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Flawed Strategies Flow From Flawed Assumptions | |
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School Improvement Means People Improvement | |
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Creating the Conditions for Continuous School Improvement | |
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Three Big Ideas That Drive the PLC Process | |
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Conclusion | |
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The District's Role in Supporting the PLC Process | |
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Effective District Leaders Both Direct and Empower | |
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Effective District Leaders Create a Common Language | |
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Effective District Leaders Monitor the PLC Process in Each School as They Develop the Capacity of Principals to Lead the Process | |
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Effective Superintendents Limit Initiatives | |
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Effective Superintendents Communicate Priorities Effectively | |
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Conclusion | |
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The Principal's Role in Leading a Professional Learning Community | |
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The Research on School Leadership | |
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A Tradition of Teacher Isolation | |
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The Collaborative Team as a Catalyst for Shared Leadership | |
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Training Team Leaders | |
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Principals as Capacity Builders | |
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Conclusion | |
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Creating the Collaborative Culture of a Professional Learning Community | |
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Acknowledging the Challenge | |
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Difficult, but Doable | |
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Reciprocal Accountability: The Key to Building Collective Capacity | |
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Conclusion | |
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Developing a Guaranteed and Viable Curriculum | |
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PLCs and a Guaranteed and Viable Curriculum | |
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Identifying the Nature of Objectives | |
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Identifying the Appropriate Grain Size of Objectives | |
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Identifying the Appropriate Number of Objectives | |
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Articulating Levels of Knowledge | |
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Designing Proficiency Scales | |
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Conclusion | |
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Ongoing Monitoring of Student Learning | |
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Assessment in the Current System | |
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A New Way to Design and Score Assessments | |
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New Types of Assessments | |
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SMART Goals Reconsidered | |
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Common Assessments Reconsidered | |
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Translating Scale Scores to Traditional Grades | |
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A New Report Card | |
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Conclusion | |
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Ensuring Effective Instruction | |
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Lesson Study | |
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Lesson Study Within a PLC | |
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Observing Lessons in Action | |
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Conclusion | |
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Responding When Kids Don't Learn | |
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A Schoolwide Response to Students Who Do Not Learn | |
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Response to Intervention: Is It the Solution? | |
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Mistaken Approaches to Response to Intervention | |
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Effective Systems of Intervention | |
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Enrichment in a Professional Learning Community | |
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But the Schedule Won't Let Us | |
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Conclusion | |
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Leadership Is an Affair of the Heart | |
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Leadership as a Love Affair | |
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Leading by Example | |
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Effective Leaders Articulate a Clear, Compelling, and Focused Vision and Connect It to Others' Hopes and Dreams | |
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Effective Leaders Help Those They Lead Feel More Capable by Helping Them Become More Capable | |
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Conclusion | |
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References and Resources | |
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Index | |