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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 | |