The Journey to Becoming a Professional Learning Community

t o

P

L C

www.solution-tree.com

b e c o m i n g

a

r o f e s s i o n a l

e a r n i n g o m m u n i t y

Janel Keating Robert Eaker Richard DuFour Rebecca DuFour

Copyright Š 2008 by Solution Tree Press 555 North Morton Street Bloomington, IN 47404 (800) 733-6786 (toll free) / (812) 336-7700 FAX: (812) 336-7790 email: info@solution-tree.com www.solution-tree.com All rights reserved, including the right of reproduction of this book in whole or in part in any form.

Printed in the United States of America ISBN 978-1-934009-39-0

About the Authors Janel Keating is deputy superintendent of the White River School

District in Washington state. In her role as deputy superintendent she ensures the districtwide implementation of professional learning communities (PLCs). She has authored numerous leadership articles and is past president of the Washington State Association for Supervision and Curriculum Development. An accomplished educator with 21 years of experience, Janel has served as an elementary and middle school teacher and elementary principal.

Janel first put PLC concepts into practice while principal of Mountain Meadow Elementary School in Buckley, Washington. During her time there, Mountain Meadow was recognized as one of the highest academically performing elementary schools in the state, achieving incredible levels of student success.

Robert Eaker, Ed.D., is a professor in the Department of Educational

Leadership at Middle Tennessee State University, where he also served as dean of the College of Education and interim vice president and provost.

Bob is a former fellow with the National Center for Effective Schools Research and Development. He has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement. He was cited by Phi Delta Kappan as one of the nation’s leaders in helping public school educators translate research into practice. Bob was instrumental in the founding of the Tennessee Teachers Hall of Fame and was a regular contributor to the Effective Schools Research Abstracts series.

Richard DuFour, Ed.D., was a public school educator for 34 years, serv-

ing as a teacher, principal, and superintendent. He was principal of Adlai E. Stevenson High School in Lincolnshire, Illinois, from 1983 to 1991 and superintendent of the district from 1991 to 2002. During his tenure, Stevenson

3

THE JOUR NEY TO BECOMING A PROFE SSIONA L L E A R NING COMMU NIT Y

became what the United States Department of Education has described as one of “the most recognized and celebrated schools in America.” Stevenson has been repeatedly cited in the popular press as one of America’s best schools and referenced in professional literature as an exemplar of best practices in education.

Rick was presented the Alumni Achievement Award from Illinois State University, the Distinguished Scholar Practitioner Award from the University of Illinois, and the Distinguished Service Award from the National Staff Development Council.

Rebecca DuFour, M.Ed., 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 professional learning community. She was the lead consultant and featured principal in the Video Journal of Education program Elementary Principals as Leaders of Learning (2003) and is one of the featured principals in Leadership in an Age of Standards and High Stakes (2001).

Becky has written for numerous professional journals, reviewed books for the Journal of Staff Development, and authored a quarterly column for Leadership Compass, published by the National Association of Elementary School Principals.

4

Other Resources on Professional Learning Communities The Collaborative Administrator: Working Together as a Professional Learning Community The Collaborative Teacher: Working Together as a Professional Learning Community Getting Started: Reculturing Schools to Become Professional Learning Communities A Leader’s Companion: Inspiration for Professional Learning Communities at Work™ Learning by Doing: A Handbook for Professional Learning Communities at Work™ On Common Ground: The Power of Professional Learning Communities Passion and Persistence: How to Develop a Professional Learning Community The Power of Professional Learning Communities at Work™: Bringing the Big Ideas to Life Professional Learning Communities at Work™: Best Practices for Enhancing Student Achievement Professional Learning Communities at Work™ Plan Book Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Students Don’t Learn Revisiting Professional Learning Communities at Work™: New Insights for Improving Schools Through New Eyes: Examining the Culture of Your School Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn

5

t o

P

L C

www.solution-tree.com

b e c o m i n g

a

r o f e s s i o n a l

e a r n i n g o m m u n i t y

Janel Keating Robert Eaker Richard DuFour Rebecca DuFour