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The PLC Book

By: Nancy Fichtman Dana, Diane Yendol-Hoppey

This guide helps PLC members learn to give voice to issues, collaborate on an area of focus, take action, and share results outside the PLC.

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Product Details

Grade Level: PreK-12
ISBN: 9781483382654
Published By: Corwin
Year: 2015
Page Count: 128
Publication date: October 22, 2015

Price: $32.95

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Description

The secret to your PLC’s success? You.

Commitment to improving student outcomes is a natural part of being a teacher. So when you bring your experience, skills, and questions to a professional learning community, you help shape the future of the team—and that makes all the difference for your students.

Unlike other PLC resources, this book isn’t just for leaders—it’s designed to help every member of the team be a driving force for success. With it, you’ll work together to

Give voice to important issues and dilemmas
Decide where to focus your work
Develop and implement a plan for gaining insight into your area of focus
Take action based on individual and collective learning
Share results with others outside the PLC

Successful PLCs buzz with a collaborative energy that comes from the engagement of teachers. With this guide, you’ll make the most of your contributions.

“The PLC Book is an essential resource for all principals and teachers who wish to create a powerful culture of adult and student learning in their schools. . . . A must-read for all who are currently engaging in or wish to begin Professional Learning Communities in their schools.”
- Todd Whitaker, Professor
Indiana State University

“The PLC Book is destined to be an essential text in the fields of teacher education, teacher professional development, school administration and a handbook for teachers and others engaged in the pursuit of systemic educational change.”
- Frances Rust, Senior Fellow & Director of Teacher Education Program
University of Pennsylvania

Key features

This book is written for all members of a PLC, not just the leaders, really focusing on how working together creates a stronger PLC.
Complete rewrite of a bestselling Corwin book.
Discusses the 10 essential elements of high functioning PLCs.

Author(s)

Nancy Fichtman Dana

Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.

Diane Yendol-Hoppey

Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Diane’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.

Table of Contents

Foreword

Acknowledgements

About the Authors

1. PLC Defined

What Is A PLC?

Do PLCs Really Work?

How Do PLCs Work?

Why Is This Book Called The PLC Book?

2. Getting Started

What Getting Started Is and Why It’s Important

How to Get Started

What Does Getting Started Look Like?

Questions For Discussion

3. Establishing A PLC’s Direction

What Establishing A PLC Direction Is and Why It’s Important

How To Establish A Direction For Your PLC

What Does Establishing A Direction For Your PLC Look Like?

Questions For Discussion

4. Developing A PLC Action Learning Plan

What A PLC Action Learning Plan Is and Why It’s Important

How To Develop A PLC Action Learning Plan

What Might Developing An Action Learning Plan Look Like?

Questions For Discussion

5. Analyzing Data In Your PLC

What Data Analysis Is and Why It’s Important

How To Analyze Data

What Might Analyzing Data Look Like?

Questions for Discussion

6. Making PLC Learning Public

What Making PLC Learning Public Is and Why It’s Important

How to Make PLC Learning Public

What Might Sharing the Work of Your PLC Look Like?

Questions for Discussion

7. Essential Elements of Healthy PLCs

Establish a Vision

Build Trust

Understand and Embrace Collaboration

Encourage, Recognize and Appreciate Diversity Within the Group

Promote the Development of Critical Friends

Pay Attention to the Work “In-Between”

Hold the Group Accountable for and Document Their Learning

Have a Comprehensive View of What Constitutes Data

Understand Change and Acknowledge The Discomfort It May Bring

Work With Building Administrators

References

Reviews

“The PLC Book is an essential resource for all principals and teachers who wish to create a powerful culture of adult and student learning in their schools. Dana and Yendol-Hoppey created a practical go-to guide designed to help all educators understand and enact an exciting program of professional learning. A must-read for all who are currently engaging in or wish to begin Professional Learning Communities in their schools.”

Todd Whitaker
Indiana State University

“The PLC Book is destined to be an essential text in the fields of teacher education, teacher professional development, school administration and a handbook for teachers and others engaged in the pursuit of systemic educational change.”

Frances Rust, Senior Fellow & Director of Teacher Education Program
University of Pennsylvania

“The PLC Book is a must-read for anyone wishing to establish a PLC in their school, from the leader looking for a whole-school approach, to the classroom practitioner seeking to connect with a group of educators.”

Liane Pitcher-Leigh, Evidence-Based Teaching Lead
Dene Magna School

“The PLC Book is as essential as The Reflective Educator’s Guide to Professional Learning Communities! Their careful guidance and realistic examples support the work of teachers to genuinely learn together based on inquiry, shared common goals and reflective practices.”

Donnan Stoicovy, Elementary Principal/Lead Learner
Park Forest Elementary School

“The PLC Book creates a powerful and memorable connection between the idea of Professional Learning Communities and the actuality of creating and sustaining them.”

Teri Schrader, The School Reform Initiative
Watkinson School

“The PLC Book will be a go-to resource for teachers, from those looking to begin PLCs for the first time to experienced PLCs looking to refine their collaborative work and get more focused on what makes a difference for student learning.”

Jennie Beltramini, K-8 Math Instructional Coach

“Dana and Yendol-Hoppey have blazed a path of professional development that few have been brave enough to tackle. They understand schools and how they operate on a core level.”

Jodi Bergland Holen, Professor
University of North Dakota

“As no one else, Nancy and Diane master the art of bringing innovative theories into the practice.”

Rik Vanderhauwaert, DNI

Other Titles in: Professional Learning Communities | School Change, Reform, & Restructuring

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.