Leaders of Learning How District, School, and Classroom Leaders Improve Student Achievement

ISBN-10: 1935542664
ISBN-13: 9781935542667
Edition: 2011
List price: $29.95 Buy it from $12.23
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Description: For many years, coauthors Rick DuFour and Bob Marzano have been co-travelers on the journey to help educators improve their schools. As Rick has focused on bringing the professional learning community process to life in schools, he has relied  More...

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Book details

List price: $29.95
Copyright year: 2011
Publisher: Solution Tree
Publication date: 3/27/2015
Binding: Paperback
Pages: 248
Size: 6.00" wide x 8.75" long x 0.60" tall
Weight: 1.122
Language: English

For many years, coauthors Rick DuFour and Bob Marzano have been co-travelers on the journey to help educators improve their schools. As Rick has focused on bringing the professional learning community process to life in schools, he has relied heavily on Bob¿s vast research on effective teaching and effective leadership. Bob has come to the conclusion that the best environment for great teaching and leading is a powerful PLC. In Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement, the authors have combined their passions into one book to articulate how effective leaders foster continuous improvement at the district, school, and classroom levels. Rick and Bob argue that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. They assert that it will take a collaborative effort and widely dispersed leadership to meet the challenges confronting schools. Leaders of Learning focuses on district leadership, principal leadership, and team leadership, as well as addressing how individual teachers can be most effective in leading their students by learning with their colleagues how to implement the most promising pedagogy in their classrooms. The first part of the book focuses on how district and school leaders create the conditions to support the collaborative culture of a professional learning community. In the second part, the authors turn their attention to the specific work that teachers undertake as members of PLCs.

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

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