Learning by Doing: A Handbook for Professional Learning Communities at Work™, 3rd Edition, May/2016
| Author(s) | Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many |
| ISBN10 | 1943874379 |
| ISBN13 | 9781943874378 |
| Format | Paperback |
| Pages | 304 |
| Year Publish | 2016 May |
Synopsis
Learning by Doing
Discover how to close the knowing-doing gap and transform your school or district into a high-performing PLC. The powerful third edition of this comprehensive action guide updates and expands on new and significant PLC topics. Explore fresh strategies, tools, and tips for hiring and retaining new staff, creating team-developed common formative assessments, implementing systematic interventions, and more.
- Build a shared knowledge of critical vocabulary and the concepts underlying key PLC terms.
- Equip yourself with the knowledge and tools necessary to model effective reciprocal accountability.
- Make honest assessments of your school by examining conventional practices from a fresh, critical perspective.
- Take immediate and specific steps to close the knowing-doing gap.
- Move beyond planning, and start doing.
About the Authors:
Richard DuFour, EdD, was a public school educator for 34 years. A prolific author and consultant, he is recognized as one of the leading authorities on helping school practitioners implement the PLC at Work™ process.
Rebecca DuFour has served as a teacher, school administrator, and central office coordinator. As a former elementary principal, Becky helped her school earn state and national recognition as a model PLC.
Robert Eaker, EdD, is a professor emeritus at Middle Tennessee State University, where he also served as dean of the College of Education and interim vice president and provost.
Thomas W. Many, EdD, works with education stakeholders on organizational leadership, implementation and change, and Professional Learning Communities at Work™ strategies and concepts.
Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing response to intervention and PLCs.
