The PLC Book

Foreword Acknowledgements About the Authors 1. PLC Defined What Is A PLC? Do PLCs Really Work? How Do PLCs Work? Why Is This Book Called The PLC Book? 2. Getting Started What Getting Started Is and Why It's Important How to Get Started What Does Getting Started Look Like? Questions For Discussion 3. Establishing A PLC's Direction What Establishing A PLC Direction Is and Why It's Important How To Establish A Direction For Your PLC What Does Establishing A Direction For Your PLC Look Like? Questions For Discussion 4. Developing A PLC Action Learning Plan What A PLC Action Learning Plan Is and Why It's Important How To Develop A PLC Action Learning Plan What Might Developing An Action Learning Plan Look Like? Questions For Discussion 5. Analyzing Data In Your PLC What Data Analysis Is and Why It's Important How To Analyze Data What Might Analyzing Data Look Like? Questions for Discussion 6. Making PLC Learning Public What Making PLC Learning Public Is and Why It's Important How to Make PLC Learning Public What Might Sharing the Work of Your PLC Look Like? Questions for Discussion 7. Essential Elements of Healthy PLCs Establish a Vision Build Trust Understand and Embrace Collaboration Encourage, Recognize and Appreciate Diversity Within the Group Promote the Development of Critical Friends Pay Attention to the Work "In-Between" Hold the Group Accountable for and Document Their Learning Have a Comprehensive View of What Constitutes Data Understand Change and Acknowledge The Discomfort It May Bring Work With Building Administrators References

Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked >extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator's Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey's work related to practitioner inquiry. Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Diane's current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.