For many years, coauthors Rick DuFour and Bob Marzano have been
co-travelers on the journey to help educators improve their
schools. As Rick has focused on bringing the professional learning
community process to life in schools, he has relied heavily on
Bob's vast research on effective teaching and effective leadership.
Bob has come to the conclusion that the best environment for great
teaching and leading is a powerful PLC. In Leaders of Learning: How
District, School, and Classroom Leaders Improve Student
Achievement, the authors have combined their passions into one book
to articulate how effective leaders foster continuous improvement
at the district, school, and classroom levels.
Rick and Bob argue that no single person has all the knowledge,
skills, and talent to lead a district, improve a school, or meet
all the needs of every child in his or her classroom. They assert
that it will take a collaborative effort and widely dispersed
leadership to meet the challenges confronting schools. Leaders of
Learning focuses on district leadership, principal leadership, and
team leadership, as well as addressing how individual teachers can
be most effective in leading their students by learning with their
colleagues how to implement the most promising pedagogy in their
classrooms.
The first part of the book focuses on how district and school
leaders create the conditions to support the collaborative culture
of a professional learning community. In the second part, the
authors turn their attention to the specific work that teachers
undertake as members of PLCs. They discuss:
The district's role in supporting the PLC process and five
characteristics of effective district leaders
The principal's role in leading a PLC, including fostering
shared leadership, training team leaders, and building capacity
How to create collaborative culture and collective capacity,
specifically by fostering reciprocol accountability through
meaningful teaming, time for collaboration, supportive structures
for teaming, clarifying work, monitoring and providing direction
and support to teams, avoiding shortcuts, and celebrating success
and confronting those who do not contribute
How leaders in a PLC develop a guaranteed and viable curriculum,
from identifying objectives to designing proficiency scales, and
then montitor student learning in an ongoing way with specific
guidance for designing and scoring assessments and reporting
grades
How teams of instructors design and deliver lessons that
maximize the probability that all students will acquire the
intended knowledge and skills
How leaders and the system respond when students do not
learn
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