Point/counterpoint (Language in action series)

DuFour, Richard

Reference

National Textbook Company

Creating the New American School: A Principal's Guide to School Improvement, by Richard DuFour and Robert Eaker, synthesizes research on the nation's exemplary learning organizations to outline powerful, practical means of managing change and improvement in schools.

Creating the New American School (Archaeological Series)

Business & Money

Management & Leadership

National Educational Service

This 10th-anniversary sequel to the author's best-selling book, Professional Learning Communities at Work™: Best Practices for Enhancing Student Achievement (DuFour &amp; Eaker, 1998), 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. Benefits: 
<ul>
<li>Discover specific, practical recommendations for transforming schools into PLCs so that students learn at higher levels.</li> <li>Connect descriptions of the PLC framework with real-life examples from educators who have implemented the concept.</li> <li>Reinforce core beliefs of the PLC concept while tackling the misconceptions and common problems educators face during the transition to a PLC.</li> <li>Examine organizational development, change processes, leadership, and successful practices outside education for different perspectives.</li> <li>Understand the roles of the principal, central office, parents, and community in a PLC.</li>
</ul>
Contents: About the Authors: The 3Rs of Professional Learning Communities Introduction: Revisiting Professional Learning Communities at Work Chapter 1: New Insights Into Professional Learning Communities at Work Chapter 2: The Rise and Fall of School Reform Chapter 3: Making the Case for Professional Learning Communities Chapter 4: The Challenge of Cultural Change Chapter 5: Clear Mission and Shared Vision Chapter 6: Shared Values (Collective Commitments) and Common Goals Chapter 7: Teaching in a Professional Learning Community Chapter 8: Assessment in a Professional Learning Community Chapter 9: A Tale of Excellence in Assessment Chapter 10: Intervention and Enrichment in a Professional Learning Community Chapter 11: The Classroom as a Learning Community Chapter 12: The Role of the Principal in a Professional Learning Community Chapter 13: The Role of the Central Office in a Professional Learning Community Chapter 14: The Role of Parents and the Community in a Professional Learning Community Chapter 15: Sustaining the Professional Learning Community Journey

Revisiting Professional Learning Communitis at Work: New Insights for Improving Schools

Education & Teaching

DuFour, Rebecca

Eaker, Robert

Schools & Teaching

Solution Tree

This 10th anniversary sequel to the authors best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement (DuFour &amp; Eaker, 1998) is a merger of research and practice. It offers educators specific, practical recommendations for transforming their schools into PLCs so their students learn at higher levels and their profession becomes more rewarding, satisfying, and fulfilling. The authors examine research, practices, and standards in education, as well as organizational development, change processes, leadership, and successful practices outside of education. They provide core information on the PLC concept, along with new insights gleaned from their work with leaders in education and in real schools and districts across North America. They encourage educators to undertake the challenging but rewarding process of building their collective capacity to create schools and districts that operate as high-performing PLCs. This volume features a detailed chapter on the rise and fall of school reform, information on assessment, strategies for intervention and enrichment, and chapters on the roles of classroom teachers, the principal, the central office, and parents and the community in a PLC.

Revisiting Professional Learning Communities at Work: New Insights for Improving Schools

Finalist--2011 Independent Book Publishers Association Benjamin Franklin AwardSince the publication of the first edition of Learning by Doing, the authors have made presentations to tens of thousands of educators, served on dozens of panels to answer their questions, worked with several districts on a long-term ongoing basis to assist with their implementation of the professional learning community (PLC) concept, and participated in ongoing dialogue with educators on the allthingsplc.info website. This continuing work with teachers, principals, and central office staff from schools and districts throughout North America has given them a deeper understanding of the challenges educators face as they attempt to implement the professional learning community process in their organizations. This second edition attempts to draw upon that deeper understanding to provide educators with a more powerful tool for moving forward. 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). 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 that the implementation of PLC concepts will benefit students and educators alike. - Help educators assess the current reality in their own schools and districts. - Convince educators to take purposeful steps to develop their capacity to function as PLCs. The second edition of Learning by Doing addresses seven critical questions encountered when shifting from a traditional school to a PLC: 1. Why questions. Why should we do this? Can you present a rationale as to why we should engage in this work? Is there evidence that suggests the outcome of this work is desirable, feasible, and more effective than what we have traditionally done? 2. What questions. What are the exact meanings of key terms? What resources, tools, templates, materials, and examples can you provide to assist in our work? 3. How questions. How do we proceed? How do you propose we do this? Is there a preferred process? 4. When questions. When will we find time to do this? When do you expect us to complete the task? What is the timeline? 5. Guiding questions. Which questions are we attempting to answer? Which questions will help us stay focused on the right work? 6. Quality questions. What criteria will be used to judge the quality of our work? What criteria can we use to assess our own work? 7. Assurance questions. What suggestions can you offer to increase the likelihood of our success? What cautions can you alert us to? Where do we turn when we struggle? The second edition of Learning by Doing is specifically designed to provide leaders with the information and resources that they need to answer these questions for each element of the essential work of PLCs.

Learning by Doing: A Handbook for Professional Communities at Work

Many, Thomas

"The authors have not merely updated the original, but have expanded and refined their recommendations, including greater clarity on the roles of site and district educators, the potential obstacles to becoming a PLC, and the proven solutions to overcome these setbacks. No matter your role in education, if you want to improve the learning for your students, you need this book."---Mike Mattos, coauthor, Pyramid Response to Intervention "If you are looking for a clearly delineated road map to building a collaborative professional culture and helping all students learn, the second edition of Learning by Doing is one resource you must have."---Sandra Thorstenson, superintendent, Whittier Union High School District, Whittier, CA "I encourage you, read this book and answer the call to action. Once you begin the PLC journey, you will never go back!"---Marcus Johnson, superintendent, Sanger Unified School District, Sanger, CA Learning by Doing: A Handbook for Professional Learning Communities at WorkTM is the best-selling guide for action that helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs). Packed with real-world solutions and strategies, the second edition of Learning by Doing will become a treasured resource for individual educators and teacher teams at every level of your professional learning community.

Learning by Doing: A Handbook for Professional Learning Communities at Work

The aim of this book is to help teachers and students in Ancient philosophy to find their way into the vast amount of modern publications about Plotinus. It collects over 50 years of research in a single and easy-to-use book, containing over 1500 entries in all languages. The first part deals with modern translations of Plotinus' treatises, while the second part lists studies concerning particular aspects of Plotinus' thought. The work ends with a series of 4 indexes allowing the reader to find any references quickly. This bibliography contains all the entries that have been listed in the different existing bibliographical indexes. These entries have been corrected and completed with small summaries when necessary. This bibliography is the most exhaustive one now available for those interested in plotinian studies.

Plotinus: A Bibliography 1950-2000

Politics & Social Sciences

Philosophy

BRILL

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