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About the Author

Richard DuFour, EdD, was a public school educator for thirty-four years, serving as a teacher, principal, and superintendent. During his nineteen-year tenure as a leader at Adlai E. Stevenson High School in Lincolnshire, Illinois, Stevenson was one of only three schools in the nation to win the US Department of Education Blue Ribbon Award on four occasions and the first comprehensive high school to be designated a New America High School as a model of successful school reform. He received his state's highest award as both a principal and superintendent. A prolific author and sought-after consultant, Rick is recognized as one of the leading authorities on helping school practitioners implement the Professional Learning Communities at Workâ„¢ process in their schools and districts. Rick wrote a quarterly column for the Journal of Staff Development for nearly a decade. He was the lead consultant and author of the Association for Supervision and Curriculum Development's video series on principalship and the author of several other videos. Rick was named as one of the Top 100 School Administrators in North America by Executive Educator magazine, was presented the Distinguished Scholar Practitioner Award from the University of Illinois, and was the 2004 recipient of the National Staff Development Council's Distinguished Service Award. Douglas Reeves, PhD, is the author of more than thirty books and many articles about leadership and organizational effectiveness. He was named the Brock International Laureate for his contributions to education and received the Contribution to the Field Award from the National Staff Development Council (now Learning Forward). Douglas has addressed audiences in all fifty US states and more than twenty-five countries, sharing his research and supporting effective leadership at the local, state, and national levels. He is founder of Finish the Dissertation, a free and noncommercial service for doctoral students, and the Zambian Leadership and Learning Institute. He is the founding editor and copublisher of The SNAFU Review, a collection of essays, poetry, and art by veterans suffering from post-traumatic stress disorder. Douglas lives with his family in downtown Boston. Rebecca DuFour has served as a teacher, school administrator, and central office coordinator. As a former elementary principal, she helped her school earn state and national recognition as a model PLC. She is coauthor of numerous books, articles, and a video series on the topic of PLCs. Serving as a consultant for more than fifteen years, Becky brings more than thirty-five years of professional experience to her work with educators around the world who are implementing the PLC process in their own organizations. Becky is the recipient of the Distinguished Alumni Award of Lynchburg College.

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Product details

Perfect Paperback: 176 pages

Publisher: Solution Tree Press; Pap/Psc edition (September 15, 2017)

Language: English

ISBN-10: 1945349077

ISBN-13: 978-1945349072

Product Dimensions:

6 x 0.5 x 9 inches

Shipping Weight: 7.2 ounces (View shipping rates and policies)

Average Customer Review:

5.0 out of 5 stars

8 customer reviews

Amazon Best Sellers Rank:

#620,626 in Books (See Top 100 in Books)

This text is a treasure trove of practical information that can be applied immediately. They start with the simple premise that “States must create the expectation that the fundamental school structure consists of collaborative teams that take collective responsibility for student learning, rather than the isolated classroom teacher.” Then they go on to outline exactly how to achieve this. If every administrator in every school followed this advice all schools would improve.The authors provide practical steps and conditions that states, districts and schools should each take, but also address what they should stop doing! While they insightfully recommend a commitment to evidence, collaboration, and results, they also give detailed explanations of how to move this work forward, including helpful free resources like protocols to help practitioners.One of the most helpful sections for me was their discussion about how to move away from “Test-based Accountability,” to “Accountability as a Learning System.” They recommend thinking of “accountability indicators as hypotheses to be tested.” What a more productive way to think about accountability! As they outline, this book is all about transforming “opportunity into action.” If you want to improve...read this book!

In clear, compelling language and less than 150 pages the authors describe a common sense, and effective plan to implement an accountability system that will actually improve educational outcomes for students and empower teachers to become the central characters in the process. I know this because I have done it. Using the ideas in this volume we saw dramatic improvement in student achievement in our district, and that improvement was maintained for years. So what is the catch one might ask? The catch is that leaders are forced to replace dogma with data. The catch is that teachers must move from isolation to collaboration. These and other culturally imbedded changes are difficult, but not impossible. As the authors say at the end of the book- Do Now.

This book is an excellent resource for practitioners and policymakers. The authors review the history of NCLB and RTTT and the limitations of both federal legislative efforts that ultimately results in passage of ESSA. In their review, the authors inform readers of what has changed and what hasn’t changed in the ESSA.An important aspect of the ESSA is that it provides far more flexibility to create school improvement initiatives aligned with State and local needs. Challenges for practitioners and policymakers under ESSA include the development of a comprehensive accountability system and building the capacity of educators to sustain it over time. This book provides a blueprint to accomplish both.Now, as in the past, the importance of highly functioning, collaborative, and focused PLCs is front and center. The authors give a thorough review of the PLC process as the most effective way to respond to ESSA and as the foundation for all school improvement and accountability efforts. The authors demonstrate that an effective PLC at work process will provide the support, research-base, and capacity-building needed for schools to achieve crucial educational outcomes for all students.This is a timely and knowledge rich book that all practitioners and policymakers should read.

This book is a call for courage and founded on powerful hope. The authors write with great urgency recognizing that an extraordinary opportunity has been entrusted to state legislators and educational leaders at the state, district, school and classroom level. At the state level, the authors propose redefining the accountability system to one that informs professional practice from one of strictly rating and ranking. At the local level, the call is for collected efficacy where every adult works collectively to support high levels of learning for all students.The authors offer The PLC at Work process as a proven strategy that will move educators from working in isolation to operating as members of high performing, collaborative teams that support the learning and success of students and each other.Change involves risk and smart risks require courage. The underlying question the authors ask is, if not now, when?

This new book is a must read for school, district, and state leaders. The authors provide a succinct review of where we have been, are, and are going with accountability systems. They remind us that it is really the teachers who make the difference with students and their achievement, and our improvement efforts should be focused on providing tools and supports to them. We are also reminded that for real improvement to occur, we need to shift from compliance to collaboration.The authors stress that we need to take this opportunity to create structures and policies that support educators to increase learning for all students. An added feature that is invaluable for all who serve students are the resources/indicators to help all leaders in a focus on “evidence”

Collaboration and Professional Learning Communities should be the autonomic reflex of education, something that just happens to regulate and govern critical functions of the institution. As a former school board member of a PLC I have watched the process in action and seen the results. Legislatures, both federal and state, will continue to offer an alphabetical array (NCLB, RTTT, ESSA) of “fixes for public education.” The one constant is certified and non-certified staff. Committed educators can work towards a common goal of student success in concert with any fashionable governmental acronym. Responding to the Every Student Succeeds Act With the PLC at Work Process provides the answers to the test with clear directions how to establish a professional learning community and measure the results.

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