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| professional learning communities at work: Professional Learning Communities at Work Richard DuFour, Robert E. Eaker, 1998 Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide. |
| professional learning communities at work: Revisiting Professional Learning Communities at Work® Richard DuFour, Rebecca DuFour, 2009-11-01 This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey. |
| professional learning communities at work: Learning by Doing Richard DuFour, Rebecca DuFour, 2013-06-15 Like the first edition, the second edition of Learning by Doing: A Handbook for Professional Learning Communities at Work helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs). |
| professional learning communities at work: Building a Professional Learning Community at Work TM Parry Graham, William M. Ferriter, 2009-09-22 Get a play-by-play guide to implementing PLC concepts. Each chapter begins with a story focused on a particular challenge. A follow-up analysis of the story identifies the good decisions or common mistakes made in relation to that particular scenario. The authors examine the research behind best practice and wrap up each chapter with recommendations and tools you can use in your school. |
| professional learning communities at work: Learning by Doing Richard DuFour, Rebecca Burnette DuFour, Robert E. Eaker, Thomas W. Many, Mike William Mattos, 2020 In the third edition of Learning by Doing: A Handbook for Professional Learning Communities at Work®, authors Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos provide educators with a comprehensive, bestselling guide to transforming their schools into professional learning communities (PLCs). In this revised version, contributor and Canadian educator Karen Power has adapted the third edition for Canadian educators, emphasizing how Canadian educators can effectively improve learning for each student across their unique and widely diverse provinces and territories. Rewritten so that the scenarios, research, and language appropriately meet the needs of Canadian educators, this version is packed with real-world strategies and advice that will assist readers in transforming their school or district into a successful PLC. |
| professional learning communities at work: Every School, Every Team, Every Classroom Robert Eaker, Janel Keating, 2011-11-01 In this sequel to Total Instructional Alignment, the author peels back complex layers of the change process to reveal the five big ideas at the core of successful schools. Focus on these foundational ideas to simplify decision making and eliminate distractions from your efforts to promote effective teaching and learning. Teachers and administrators alike will appreciate this straightforward approach to solid leadership for school improvement. |
| professional learning communities at work: Leading Professional Learning Communities Shirley M. Hord, William A. Sommers, 2008-02-01 Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity. —From the Foreword by Andy Hargreaves The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning. —Joseph Murphy, Professor Vanderbilt University The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′ —Arthur L. Costa, Professor Emeritus California State University, Sacramento Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit. —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision. —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, rocks in the road and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning. |
| professional learning communities at work: Common Formative Assessment Kim Bailey, Chris Jakicic, 2011-10-11 Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning |
| professional learning communities at work: Transforming School Culture Anthony Muhammad, 2009-11-01 Busy administrators will appreciate this quick read packed with immediate, accessible strategies. This book provides the framework for understanding dynamic relationships within a school culture and ensuring a positive environment that supports the changes necessary to improve learning for all students. The author explores many aspects of human behavior, social conditions, and history to reveal best practices for building healthy school cultures. |
| professional learning communities at work: Getting Started Robert Eaker, Richard DuFour, 2009-11-01 Get answers to the most common question posed by educators seeking to build and sustain a PLC: Where do we begin? Access a solid conceptual framework and concrete illustrations of how schools operate when they are functioning as PLCs. Two case studies examine schools that have made the transformation, showcasing district- and curriculum-level efforts to focus on student learning. |
| professional learning communities at work: Demystifying Professional Learning Communities Kristine Kiefer Hipp, Jane Bumpers Huffman, 2010 This book offers information, examples and case studies to clarify the concept of a professional learning community, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. |
| professional learning communities at work: Global Perspectives Timothy S. Stuart, 2016 Transform your school into a high-performing, student-centered PLC. Tailored specifically to international schools, this resource will guide you through every aspect of PLC implementation. The book's contributors are all international-school educators with firsthand experience successfully reculturing their schools into PLCs. They offer real-world examples, strategies, and techniques to bring unparalleled professional growth to international teachers. Each chapter includes research-based recommendations for and authentic examples of systemic PLC implementation. Benefits Define the professional learning community process and understand how third culture kids can particularly benefit from PLCs. Shift from a teacher-focused school to a learning-focused culture. Understand the strengths and challenges of implementing PLCs in already high-performing schools. Learn to work in collaborative teams across grade levels, departments, and courses. Create a guaranteed, viable curriculum for the unique characteristics of international school students. Contents Introduction Making the Case for Professional Learning Communities in International Schools 1 Building a PLC Culture in International Schools--A Superintendent's Perspective 2 Understanding the International School Student 3 Understanding the International School Teacher 4 Creating a Guaranteed and Viable Curriculum in International Schools 5 Creating a Learning-Focused International School 6 Creating an Inclusive International School 7 Harnessing the Potential of Singleton Teachers in International Schools 8 Building a Progressive International School 9 Learning from the Jakarta Intercultural School Story 10 Transforming the Singapore American School Index |
| professional learning communities at work: Schools as Professional Learning Communities Sylvia M. Roberts, Eunice Z. Pruitt, 2009 Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more! |
| professional learning communities at work: On Common Ground Richard DuFour, Robert Eaker, 2009-04-01 This anthology presents the recommendations of education leaders, and each chapter contributes to a sound conceptual framework and offers specific strategies for developing PLCs. These leaders have found common ground in expressing their belief in the power of PLCs although clear differences emerge regarding their perspectives on the most effective strategy for making PLCs the norm in North America. |
| professional learning communities at work: Schoolwide Action Research for Professional Learning Communities Karl H. Clauset, Dale W. Lick, Carlene U. Murphy, 2008-05-15 Discover how Whole-Faculty Study Groups (WFSGs) use collaborative action research to involve an entire professional learning community in improving staff and school performance. |
| professional learning communities at work: A New Way Robert E. Eaker, Debra Sells, 2015-10-16 PLC at Work, School Improvement, Leadership |
| professional learning communities at work: The School Leader's Guide to Professional Learning Communities at Work TM Richard DuFour, Rebecca DuFour, 2012-02-02 Are you a K–8 principal ready to implement the PLC at WorkTM process? Two experienced practitioners show you how to explore the critical components needed to lay the foundation of a PLC, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, how to reflect on your communication effectiveness, and more. |
| professional learning communities at work: Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek, 2004-07 |
| professional learning communities at work: Creating a Coaching Culture for Professional Learning Communities Jane A. G. Kise, Beth Ross-Shannon Russell, 2010 Researchers agree that launching professional learning community (PLC) teams may be easy, but turning them into productive, sustainable teams that improve adult and student learning is difficult. Creating a Coaching Culture for Professional Learning Communities is designed to help readers build a collaborative coaching culture that ensures all adults learn in a way that keeps the focus on student learning. Each chapter tailors information and exercises to fit the reader¿s leadership style, the learning styles of team members, and the particular needs of the school to ensure that hard work produces results: improved student learning. Jane Kise and Beth Russell approach collaborative teams through the lens of personality type, which pinpoints how individuals gain energy, take in information, make decisions, and approach work and life. By understanding personality preferences, teams communicate more clearly, avoid ¿group think,¿ balance decision making and problem solving, work toward positive conflict resolution, balance short-term and long-term strategic planning, and achieve both adult and student learning needs. A constructive use of differences goes beyond tolerance. Instead, it focuses on the benefits that diverse perspectives provide. This understanding propels PLC teams toward effectiveness. |
| professional learning communities at work: Intentional Interruption Steven Katz, Lisa Ain Dack, 2012-10-03 We interrupt this program to bring meaningful change to professional learning! Big ideas can sometimes get stuck on the way to becoming real change. The authors explain the secret to getting unstuck: interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. You can enable true learning by: Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schools Recognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocols |
| professional learning communities at work: Facilitating Teacher Teams and Authentic PLCs: The Human Side of Leading People, Protocols, and Practices Daniel R. Venables, 2017-12-20 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. |
| professional learning communities at work: Dare to Lead Brené Brown, 2018-10-09 #1 NEW YORK TIMES BESTSELLER • Brené Brown has taught us what it means to dare greatly, rise strong, and brave the wilderness. Now, based on new research conducted with leaders, change makers, and culture shifters, she’s showing us how to put those ideas into practice so we can step up and lead. Don’t miss the five-part Max docuseries Brené Brown: Atlas of the Heart! ONE OF BLOOMBERG’S BEST BOOKS OF THE YEAR Leadership is not about titles, status, and wielding power. A leader is anyone who takes responsibility for recognizing the potential in people and ideas, and has the courage to develop that potential. When we dare to lead, we don’t pretend to have the right answers; we stay curious and ask the right questions. We don’t see power as finite and hoard it; we know that power becomes infinite when we share it with others. We don’t avoid difficult conversations and situations; we lean into vulnerability when it’s necessary to do good work. But daring leadership in a culture defined by scarcity, fear, and uncertainty requires skill-building around traits that are deeply and uniquely human. The irony is that we’re choosing not to invest in developing the hearts and minds of leaders at the exact same time as we’re scrambling to figure out what we have to offer that machines and AI can’t do better and faster. What can we do better? Empathy, connection, and courage, to start. Four-time #1 New York Times bestselling author Brené Brown has spent the past two decades studying the emotions and experiences that give meaning to our lives, and the past seven years working with transformative leaders and teams spanning the globe. She found that leaders in organizations ranging from small entrepreneurial startups and family-owned businesses to nonprofits, civic organizations, and Fortune 50 companies all ask the same question: How do you cultivate braver, more daring leaders, and how do you embed the value of courage in your culture? In Dare to Lead, Brown uses research, stories, and examples to answer these questions in the no-BS style that millions of readers have come to expect and love. Brown writes, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” Whether you’ve read Daring Greatly and Rising Strong or you’re new to Brené Brown’s work, this book is for anyone who wants to step up and into brave leadership. |
| professional learning communities at work: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-06-18 Create strong and effectives PLCs plus—and that plus is YOU What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is PLC plus— “plus” being the vital role teachers play in teaching and learning. Grounded in four cross-cutting themes—equity, high expectations, efficacy, and facilitation from discussion to action—the PLC+ framework supports educators in questioning practices, not just outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement PLCs that maximize individual expertise while harnessing the power of collaborative efficacy. |
| professional learning communities at work: Help Your Team Bob Sonju, Michael D. Bayewitz, Scott A. Cunningham, Joseph A. Ianora, Brandon Jones, Maria Nielson, Will Remmert, Jeanne Spiller, 2019-09-20 Build a strong, highly impactful team committed to learning for all. Written by eight professional learning community (PLC) experts, this practical guide addresses the most common challenges educators face when building collaborative teams and working collaboratively. Each chapter offers a variety of templates, processes, and strategies to help your team resolve conflict, focus on the right work, and take collective responsibility for student learning. |
| professional learning communities at work: Breaking with Tradition Brian M. Stack, Jonathan G. Vander Els, 2016-12-16 Shifting to competency-based learning allows educators to replace traditional, ineffective systems with a personalized, student-centered approach. Throughout the resource, the authors explore how the components of PLCs promote the principles of competency-based education and share real-world examples from practitioners who have made the transition. Each chapter ends with reflection questions readers can answer to apply their learning. |
| professional learning communities at work: Keeping Students Safe Every Day: How to Prepare for and Respond to School Violence, Natural Disasters, and Other Hazards Amy Klinger, Amanda Klinger, 2018-08-21 Is your school prepared to deal with a crisis, whether it's a hurricane, an earthquake, an explosion at a nearby chemical facility, an active shooter, or one of many other possibilities? Does your school have an up-to-date plan to deal with hazards of all sorts? Do teachers and other staff members know what to do in emergency situations to protect their students and themselves from harm? In this informative and comprehensive guide, school safety experts Amy Klinger and Amanda Klinger offer significant—and sometimes surprising—statistics on school safety, dispel common misunderstandings, and provide preK–12 school leaders with the specific information they need to prepare for and effectively respond to natural disasters, accidents, or violent events. Readers will learn how and why it is important to Realistically assess threats and vulnerabilities. Create and implement an emergency operations plan that follows government guidelines and best practices. Decentralize authority and responsibility for crisis response. Distinguish between three levels of lockdown. Plan for short- and long-term recovery following an incident. Make school safety an everyday component of school operations. At a time when schools at every level and in every community face the possibility of a crisis event, Keeping Students Safe Every Day equips leaders with the knowledge they need to give their students, staff members, parents, and the broader community confidence that their school knows what to do and makes safety a top priority. |
| professional learning communities at work: The Principal as Professional Learning Community Leader Ontario Principals' Council,, 2008-12-17 This resource provides principals with practical support, step-by-step plans, and hands-on strategies to lead the development of thriving professional learning communities in their schools. |
| professional learning communities at work: Professional Learning Communities in South African Schools and Teacher Education Programmes Karin Brodie, Hilda Borko, 2016 This book draws together research on professional learning communities in schools and teacher education in diverse contexts in South Africa. Each chapter captures the rich and complex nature of professional learning communities, the challenges in developing and maintaining them, and the extent to which they promote successful learning for teachers and changes in teaching practices. The book shows that professional learning communities can promote continuous learning in response to local school and classroom realities and work against 'quick-fix', fragmented workshops for teachers, where learning tends to dissipate. This book should be of interest to teachers, school-leaders, teacher-educators, policymakers and researchers. |
| professional learning communities at work: Leading Powerful Professional Learning Deidre Le Fevre, Helen Timperley, Kaye Twyford, Fiona Ell, 2019-09-19 Effective facilitation is complex What is central to leading powerful and effective facilitation in professional learning? You. Gone are the one-size-fits-all answers—instead, you’ll draw from your own knowledge and expertise to lead your PLC in actively solving complex problems that are unique to your context. For professional learning to have an improvement impact for both teachers and students, it needs to be more than a single event. Truly successful professional learning is sustained, collaborative, evidence-informed, and student-focused—generating multifaceted solutions to real-life, real-time issues rather than focusing on one piece of the practice puzzle at a time. This book, based on the results of a five-year research study, provides: • An innovative approach to the design and delivery of professional learning grounded in principles of adaptive expertise • Easy-to-use one-page summaries of Deliberate Acts of Facilitation • Guidance that’s fully congruent with Learning Forward Standards for Professional Learning The current educational landscape demands a new kind of leadership. This book gives you the tools you need to apply the principles of adaptive expertise to your leadership and facilitation—enabling you to draw on your own deep knowledge to address the complex challenges you and your teachers face every day. |
| professional learning communities at work: Outcome-Based Strategies for Adult Learning Jones, Janice E., Baran, Mette L., Cosgrove, Preston B., 2018-08-17 The definition of education and learning has been changing in recent years, as the field experienced, and is still experiencing, many changes. One of those changes is a rise in adult learners in higher education. In order to cope with this particular change and set their classrooms up for success, it is vital for educators to be aware of and fluent in adult instructional strategies. Outcome-Based Strategies for Adult Learning provides emerging research exploring the theoretical and practical aspects of nontraditional education and applications within curriculum development and instructional design. Featuring coverage on a broad range of topics such as experiential learning, instructional design, and formative assessment, this book is ideally designed for educators, academicians, educational professionals, researchers, and upper-level students seeking current research on how instructional strategies can be tied to assessment. |
| professional learning communities at work: The Definitive Guide to Instructional Coaching Jim Knight, 2021-11-05 Even under ideal conditions, teaching is tough work. Facing unrelenting pressure from administrators and parents and caught in a race against time to improve student outcomes, educators can easily become discouraged (or worse, burn out completely) without a robust coaching system in place to support them. For more than 20 years, perfecting such a system has been the paramount objective of best-selling author and coaching guru Jim Knight and his team of researchers at the Instructional Coaching Group (ICG). In The Definitive Guide to Instructional Coaching, Knight offers a blueprint for establishing, administering, and assessing an instructional coaching program laser-focused on every educator's ultimate goal: the academic success of students. Organized around ICG's seven Success Factors for great instructional coaching, this book offers * An in-depth guide to the Impact Cycle, ICG's research-based and field-tested model for coaching teachers through issues that matter most to them; * Detailed guidance on how to create a playbook of instructional strategies to share with collaborating teachers—and how to model those strategies under different conditions; * Practical advice on preparing for and engaging in substantive, reflective, and teacher-centered coaching conversations; * Best practices for gathering, analyzing, and responding to data for improved teaching and learning; and * Real-life anecdotes and testimonies from educators and coaches who have reaped the benefits of the Impact Cycle in a diverse array of schools. In addition, each chapter of the book contains a learning map to help orient you and a list of valuable additional resources to complement the text. Whether you're new to coaching or well versed in the practice, The Definitive Guide to Instructional Coaching will no doubt prove a cornerstone of your coaching library for years to come. |
| professional learning communities at work: A Handbook for High Reliability Schools Robert J. Marzano, Phil Warrick, Julia A. Simms, Janelle Wills, David Livingston, Pam Livingston, Fred Pleis, Tammy Heflebower, Jan K. Hoegh, Sonny Magaña, Gavin Grift, 2015 |
| professional learning communities at work: Taking Action Austin Buffum, Mike Mattos, Janet Malone, 2017-09-22 Response to intervention (RTI) is the most effective process for ensuring student success, using differentiated instruction to provide the time and support necessary. This comprehensive implementation guide covers every element required to build a successful RTI at WorkTM program in schools. The authors share step-by-step actions for implementing the essential elements, instructional strategies, and tools needed to support implementation, as well as tips for engaging and supporting educators. Readers who valued the practical knowledge in Learning by Doing: A Handbook for Professional Learning Communities at WorkTM (DuFour, DuFour, Eaker, Many, and Mattos) will appreciate a similar style and practicality in Taking Action. This guide will help you incorporate the response to intervention process by allowing you to: Understand how RTI at WorkTM builds on the PLC at WorkTM process. Review the revised RTI at WorkTM pyramid and its three RTI tiers. Learn what roles teacher teams, leadership teams, and schoolwide teams play in a multi-tiered intervention structure. Understand the differences among intervention, extension, prevention, and enrichment. Avoid common missteps when implementing RTI (or MTSS). Consider why an achievement gap remains in 21st century education and how the RTI process can close that gap. |
| professional learning communities at work: Concise Answers to Frequently Asked Questions about Professional Learning Communities at Work Mike Mattos, Richard Dufour, 2016 Designed to be a companion guidebook for book Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.) |
| professional learning communities at work: You Can Learn! Tm Brown, William M. Ferriter, 2021-06-04 Great learning starts when students believe in their academic abilities. In You Can Learn!, authors Tim Brown and William M. Ferriter introduce intentional and purposeful steps collaborative teams can take to increase the self-efficacy of every learner. By incorporating the book's research-backed practices, professional learning communities will cultivate a culture where students at every grade level see themselves as competent learners fully capable of succeeding in school and beyond. Discover key instructional strategies to develop and reinforce student learning and achievement: Understand why self-efficacy in the classroom is important for student achievement and well-being. Discover how to implement efficacy-building practices designed around foundational PLC elements. Study a research-based approach to student engagement that spans grade levels and subject areas. Review recommendations for how to start utilizing the strategies outlined in each chapter. Utilize reproducible templates and tools to enhance individual and team understanding of the material. Contents: Introduction Chapter 1: Building a Commitment to Learning in Students Chapter 2: Helping Students Understand the Expectations for a Unit of Study Chapter 3: Helping Students Assess Their Progress Toward Mastery Chapter 4: Helping Students Take Action Epilogue References and Resources |
| professional learning communities at work: Building Integrated Collaborative Relationships for Inclusive Learning Settings Dena AuCoin, 2021 This book provides background information on special education law, inclusion, and strategies for integrated collaborative relationships that include creation of Inclusion Professional Learning Communities and a map for intended collaboration-- |
| professional learning communities at work: Professional Learning Communities at Work TM Richard DuFour, Robert Eaker, 2009-02-01 The book that launched a school improvement movement offers research-based recommendations drawn from the best practices found in schools nationwide for continuously improving school performance. Coming from the perspectives of both a distinguished dean of education and one of America’s most widely acclaimed practitioners, this resource provides specific, practical how-to information about transforming schools into results-oriented PLCs. |
| professional learning communities at work: Professional Learning Communities at Work Richard DuFour, Robert E. Eaker, Rebecca Burnette DuFour, National Educational Service (U.S.), 2004 Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide. |
Professional Physical Therapy | Challenging Limits to Transform …
Professional Physical Therapy is the leading provider of world-class physical, occupational, and hand therapy in the Northeast. We will work together with you, your referral source, and your …
PROFESSIONAL Definition & Meaning - Merriam-Webster
The meaning of PROFESSIONAL is of, relating to, or characteristic of a profession. How to use professional in a sentence.
PROFESSIONAL | English meaning - Cambridge Dictionary
PROFESSIONAL definition: 1. relating to work that needs special training or education: 2. having the qualities that you…. Learn more.
Professional - Wikipedia
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare …
PROFESSIONAL definition and meaning | Collins English …
Professional means relating to a person's work, especially work that requires special training. His professional career started at Liverpool University. ...a professionally-qualified architect. The …
Professional - Definition, Meaning & Synonyms - Vocabulary.com
When an athlete "goes pro," she goes professional –-she is paid for her service rather than doing it on an amateur basis. Other professionals, including doctors and lawyers, are also paid for …
Professional - definition of professional by The Free Dictionary
1. following an occupation as a means of livelihood. 2. pertaining to a profession. 3. appropriate to a profession: professional objectivity. 4. engaged in one of the learned professions, as law or …
PROFESSIONAL Definition & Meaning - Dictionary.com
Professional definition: following an occupation as a means of livelihood or for gain.. See examples of PROFESSIONAL used in a sentence.
What does professional mean? - Definitions.net
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare …
professional adjective - Definition, pictures, pronunciation and …
Definition of professional adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Professional Physical Therapy | Challenging Limits to Transform …
Professional Physical Therapy is the leading provider of world-class physical, occupational, and hand therapy in the Northeast. We will work together with you, your referral source, and your …
PROFESSIONAL Definition & Meaning - Merriam-Webster
The meaning of PROFESSIONAL is of, relating to, or characteristic of a profession. How to use professional in a sentence.
PROFESSIONAL | English meaning - Cambridge Dictionary
PROFESSIONAL definition: 1. relating to work that needs special training or education: 2. having the qualities that you…. Learn more.
Professional - Wikipedia
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
PROFESSIONAL definition and meaning | Collins English …
Professional means relating to a person's work, especially work that requires special training. His professional career started at Liverpool University. ...a professionally-qualified architect. The …
Professional - Definition, Meaning & Synonyms - Vocabulary.com
When an athlete "goes pro," she goes professional –-she is paid for her service rather than doing it on an amateur basis. Other professionals, including doctors and lawyers, are also paid for their …
Professional - definition of professional by The Free Dictionary
1. following an occupation as a means of livelihood. 2. pertaining to a profession. 3. appropriate to a profession: professional objectivity. 4. engaged in one of the learned professions, as law or …
PROFESSIONAL Definition & Meaning - Dictionary.com
Professional definition: following an occupation as a means of livelihood or for gain.. See examples of PROFESSIONAL used in a sentence.
What does professional mean? - Definitions.net
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
professional adjective - Definition, pictures, pronunciation and …
Definition of professional adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
