‘This text illustrates the essence of what it really means to be a teacher—to care deeply and to think and act collectively about student and teacher learning.’
—Barrie Bennet, Professor
OISE/University of Toronto, Ontario
‘Daniel Venables has made a terrific contribution to the growing effort of teachers to educate ourselves in professional learning communities through protocols that focus our attention on the right stuff. Happily his writing is as accessible as his material is useful and his insights fresh.’
—Joseph P. Mc Donald, Professor of Teaching and Learning and author of The Power of Protocols
New York University
Discover the keys to building effective, authentic 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
Educators will find numerous strategies, activities, exercises, and guidance for PLC leaders, including FAQs and a troubleshooting guide to common obstacles. When teachers are given the time, tools, and power to improve instruction, everyone benefits.
Tabla de materias
Preface
Acknowledgments
About the Author
Introduction
The Call for PLCs
Out With Programs, In With People
I. The Context for Authentic PLCs
1. The Business of PLCs
PLCs in Context
Meeting Logistics
The Roles of the Players
Summary: PLCs
2. What to Do First: Building a Foundation for Collaboration
Building the Teams
Establishing Group Norms
Constructing Community Knowledge
Summary: Collaboration
II. The Essential Tasks of Authentic PLCs
3. Looking at Student and Teacher Work
Protocols for Student and Teacher Work
Feedback
Bringing and Examining Work
Peer Observations
Summary: Looking at Work
4. Designing Quality Common Formative Assessments
Deciding Assessment Content
Designing Standards-Based Assessments
Alternative Forms of Common Assessments
Scoring and Grading CFAs
Reviewing CFA Data and Planning for Intervention
Summary: CFAs
5. Reviewing and Responding to Data
Data Literacy
Reviewing Existing Data
Pursuing Additional Data
Translating Data Into Action
Summary: Data
III. Coaching Authentic PLCs
6. Coach′s Guide to Facilitating Protocols and Activities
Protocols for Team Building, Norm Setting, and Constructing Community Knowledge
Protocols for Teacher and Student Work and Issues and Dilemmas
Two Facilitator Protocols
Frequently Asked Questions
Summary: Coaching Protocols
7. Troubleshooting Common Obstacles
Common Obstacles and Challenges
A Note to Principals
Summary: Coaching Teachers
Coach′s Appendix
Protocols and Activities
References and Further Readings
Index
Sobre el autor
Daniel R. Venables is founder and executive director of the Center for Authentic PLCs, a research and consulting firm dedicated to assisting schools build and sustain authentic Professional Learning Communities. He is a Math/Science Fellow with the Coalition of Essential Schools and an award-winning classroom teacher of 24 years. He currently resides on a horse farm in South Carolina with his wife Brady, their therapy dogs, Blue and Flo, and a cat named Fahrney.
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