This book for school leaders details how to implement authentic PLCs in schools and districts. Its aim is not to sell the work of PLCs, but rather to assist school leaders and teachers in developing the knowledge and tools necessary to do the work of building and sustaining real PLCs. Grounded in Venables' foundational training and work with the Coalition for Essential Schools, this book unites collaboration, facilitation, data inquiry, using protocols for student and teacher work, designing comprehensive formative assessments (CFAs) and planning data-based instructional intervention into one cohesive handbook. In a step-by-step manner, this book lays out how to establish and do the work of PLCs right the first time. And for schools already dabbling with teacher collaboration and who have instituted a version of PLCs-lite, this work can help existing groups go deeper in the doing the work of authentic, effective PLCs.

As professional learning communities become more widespread, educators have learned that they can’t simply form grade-level or subject-area teams and call it a day. To profoundly affect teacher practice and student learning, PLCs need strong and knowledgeable leadership. In Facilitating Teacher Teams and Authentic PLCs, Daniel R. Venables draws on his extensive experience helping schools and districts implement effective PLCs to explore this crucial but often-overlooked need. Taking a two-pronged approach to PLC facilitation, Venables offers targeted guidance both for leading the people in teacher teams and for facilitating their work. This practical resource provides Strategies for facilitating interactions among colleagues in PLCs and building trust and buy-in. Field-tested, user-friendly protocols to focus and deepen team discussions around texts, data, teacher and student work, teacher dilemmas, and collaborative planning time. Tips for anticipating and addressing interpersonal conflicts and obstacles that commonly arise during use of protocols. Current and prospective PLC facilitators at every grade level will find this book an essential guide to navigating the challenging and rewarding endeavor of leading authentic PLCs. Build your skills, and help your team rise to the next level.

"This text illustrates the essence of what it really means to be a teacher—to care deeply and to think and act collectively about student and teacher learning." —Barrie Bennet, Professor OISE/University of Toronto, Ontario "Daniel Venables has made a terrific contribution to the growing effort of teachers to educate ourselves in professional learning communities through protocols that focus our attention on the right stuff. Happily his writing is as accessible as his material is useful and his insights fresh." —Joseph P. McDonald, Professor of Teaching and Learning and author of The Power of Protocols New York University Discover the keys to building effective, authentic PLCs Creating an authentic professional learning community requires breaking down the walls of isolation and collaborating to improve student learning, because collectively we are more than the sum of our parts. Grounded in the award-winning author′s foundational work with the Coalition of Essential Schools, this book enables educators to hit the ground running with a research-based process that includes: Setting the foundation for collaboration and team building Facilitating protocols Examining student and teacher work Implementing teacher-designed common formative assessments Analyzing and responding to data Educators will find numerous strategies, activities, exercises, and guidance for PLC leaders, including FAQs and a troubleshooting guide to common obstacles. When teachers are given the time, tools, and power to improve instruction, everyone benefits.

This research-based sequel to Leading Professional Learning Communities focuses on the practical process of implementing, improving, and sustaining PLCs. Appropriate for groups at all stages of PLC development, this field book helps educators improve PLC operations by facilitating individual and group development and growth. The authors provide learning opportunities that generate conversations about adult learning and contribute to supportive conditions that strengthen teacher quality and raise student outcomes.

Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.

With the future of education being disrupted and the onset of day-to-day uncertainties and challenges that have to be solved quickly, teachers are now turning to professional development communities/support communities where they can share and learn about effective practices to use in the classroom. While transitioning to blended or online learning and keeping up with the technological advances in education, these communities provide an essential backbone for teachers to rely on for support and updated knowledge on what educational practices are being utilized, how they are working, and what solutions have been found for the ever-changing climate of education. Research on the benefits and use of these communities, as well as on the latest educational practices, is essential in teacher development and student learning in the current culture of a rapidly changing educational environment. The Research Anthology on Facilitating New Educational Practices Through Communities of Learning contains hand-selected, previously published research that provides information on the communities of learning that teachers are currently involved in to seek the latest educational practices. The chapters cover the context of these communities, the benefits, and an overview of how this support is a necessary tool in today’s practices of teaching and learning. While highlighting topics such as learning communities, teacher development, mentoring, and virtual communities, this book is essential for inservice and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in how communities of practice tie into professional development, teacher learning, and the online shift in teaching.

The secret to your PLC’s success? You. Commitment to improving student outcomes is a natural part of being a teacher—and that’s why this book is for every member of the team, not just the leader. When you bring your experience, skills, and questions to a professional learning community, you help shape its future. You’ll work collaboratively 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