Learning by Doing 4th Edition - A Handbook for Professional Learning Communities at Work® (A practical guide for implementing the PLC process and transforming schools)

25 năm trôi qua, quy trình PLC at Work® tiếp tục mang lại kết quả trên khắp Hoa Kỳ và trên toàn thế giới. Trong ấn bản thứ tư của cuốn sách bán chạy nhất Học qua thực hành, các tác giả sử dụng nghiên cứu cập nhật và kiến ​​thức đã được kiểm chứng theo thời gian để giải quyết những thách thức giáo dục hiện tại, từ những khoảng trống trong học tập do đại dịch COVID-19 làm trầm trọng thêm cho đến nhu cầu thúc đẩy một hệ thống hỗ trợ đa tầng hiệu quả cao.

Cuốn sách này sẽ giúp các quản trị viên K–12, lãnh đạo nhà trường và nhóm giáo viên:
Xây dựng kiến ​​thức chung về cả từ vựng quan trọng và các khái niệm cơ bản của các thuật ngữ PLC chính
Tìm hiểu các chiến lược mới, chuyên sâu hơn để huấn luyện PLC tại nơi làm việc
Đưa ra những đánh giá trung thực về quá trình học tập của học sinh, kiểm tra văn hóa trường học của các em và thực hiện các phương pháp truyền thống từ góc độ mới mẻ, phê phán
Thực hiện các bước cụ thể và ngay lập tức để thu hẹp khoảng cách từ biết đến làm và triển khai các khái niệm PLC trong trường học và khu học chánh của họ
Nhận thức rằng kiến ​​thức cần thiết để hỗ trợ học sinh đạt được trình độ cao hơn là sẵn có và bước tiếp theo là chuyển nhận thức này thành kế hoạch hành động để cải thiện trường học
Thực hiện theo định dạng từng bước được nêu trong mỗi chương để thúc đẩy hành trình PLC của trường họ và thúc đẩy sự cải tiến liên tục

Nội dung:
Giới thiệu
Chương 1: Hướng dẫn hành động cho cộng đồng học tập chuyên môn tại nơi làm việc
Chương 2: Xác định mục đích rõ ràng và thuyết phục
Chương 3: Xây dựng văn hóa hợp tác của cộng đồng học tập chuyên nghiệp
Chương 4: Huấn luyện các nhóm hợp tác trong cộng đồng học tập chuyên nghiệp tại nơi làm việc
Chương 5: Tạo định hướng kết quả trong cộng đồng học tập chuyên nghiệp
Chương 6: Thiết lập sự tập trung vào việc học
Chương 7: Tạo các đánh giá quá trình chung do nhóm phát triển
Chương 8: Phản ứng khi một số học sinh không học
Chương 9: Tuyển dụng, định hướng và giữ chân nhân viên mới
Chương 10: Giải quyết xung đột và tôn vinh trong cộng đồng học tập chuyên nghiệp
Chương 11: Thực hiện Quy trình Cộng đồng Học tập Chuyên nghiệp trên toàn Quận
Kết luận: Chạm đến cảm xúc—Tạo dựng văn hóa quan tâm
Tài liệu tham khảo
chỉ mục

Cover Page
Title Page
Copyright
Dedication
Acknowledgments
Table of Contents
About the Authors
Introduction
What’s New in This Edition
A Move From Interest to Commitment: The Issue of PLC Lite
The Format
Two Companion Books
AllThingsPLC
A Journey Worth Taking
Why Should We Implement the Professional Learning Communities at Work® Process?
Chapter 1: A Guide to Action for Professional Learning Communities at Work
What Are Professional Learning Communities?
Cultural Shifts in a Professional Learning Community
Three Big Ideas That Drive the Work of a PLC
A Culture That Is Simultaneously Loose and Tight
The Importance of Effective Communication
Attention to Both Structure and Emotions
The Professional Learning Communities at Work® Continuum: Communicating Effectively
Where Do We Go From Here? Worksheet: Communicating Effectively
Why Don’t We Apply What We Know?
Chapter 2: Defining a Clear and Compelling Purpose
Part One: The Case Study—Clarifying Our Purpose
Part Two: Here’s How
A Data Picture of Our School
Part Three: Here’s Why
Why Should We Clarify Our Mission?
Why Should We Describe the School or District We Are Trying to Create?
Why Should We Articulate Collective Commitments?
The Foundation of Anywhere High School
Boones Mill Elementary School: Hand in Hand We All Learn
Part Four: Assessing Your Place on the PLC Journey
Part Five: Tips for Moving Forward—Building the Foundation of a PLC
The Professional Learning Communities at Work® Continuum: Laying the Foundation
Where Do We Go From Here? Worksheet: Laying the Foundation
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 3: Building a Collaborative Culture
Part One: The Case Study—Are We Engaged in Collaboration or “Coblaboration”?
Part Two: Here’s How
Critical Issues for Team Consideration
Part Three: Here’s Why
Part Four: Assessing Your Place on the PLC Journey
Why Should We Use Teams as Our Basic Structure?
Why Should We Collaborate?
Why Should We Create Norms?
The Professional Learning Communities at Work® Continuum: Building a Collaborative Culture Through High-Performing Teams
Where Do We Go From Here? Worksheet: Building a Collaborative Culture Through High-Performing Teams
Part Five: Tips for Moving Forward—Building a Collaborative Culture Through High-Performing Teams
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 4: Coaching Collaborative Teams
Part One: The Case Study—When Workshops Are Not Enough
Part Two: Here’s How
Part Three: Here’s Why
Why Should We Coach Collaborative Teams?
Part Four: Assessing Your Place on the PLC Journey
Part Five: Tips for Moving Forward—Coaching Collaborative Teams
The Professional Learning Communities at Work® Continuum: Coaching Collaborative Teams
Where Do We Go From Here? Worksheet: Coaching Collaborative Teams
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 5: Creating a Results Orientation
Part One: The Case Study—Creating a Results Orientation at the School, Team, and Teacher Levels
Part Two: Here’s How
SMART Goal Worksheet: Third-Grade Team
SMART Goal Worksheet: Eighth-Grade Mathematics
SMART Goal Worksheet: American Government
SMART Goal Worksheet
Part Three: Here’s Why
Part Four: Assessing Your Place on the PLC Journey
Why Do We Need SMART Goals?
The Professional Learning Communities at Work® Continuum: Using School Improvement Goals to Drive Team Goals
Where Do We Go From Here? Worksheet: Using School Improvement Goals to Drive Team Goals
Part Five: Tips for Moving Forward—Using Goals to Focus on Results
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 6: Establishing a Focus on Learning
Part One: The Case Study—What Do We Want Our Students to Learn?
Part Two: Here’s How
Part Three: Here’s Why
Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?
Part Four: Assessing Your Place on the PLC Journey
The Professional Learning Communities at Work® Continuum: Clarifying What Students Must Learn
Where Do We Go From Here? Worksheet: Clarifying What Students Must Learn
Part Five: Tips for Moving Forward—Clarifying and Monitoring Essential Learning
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 7: Creating Team-Developed Common Formative Assessments
Part One: The Case Study—How Do We Know If They Have Learned It?
Part Two: Here’s How
Part Three: Here’s Why
Why Should We Use Formative Assessments?
Why Should We Use Common Assessments?
Part Four: Assessing Your Place on the PLC Journey
The Professional Learning Communities at Work® Continuum: Turning Data Into Information
Where Do We Go From Here? Worksheet: Turning Data Into Information
The Professional Learning Communities at Work® Continuum: Monitoring Each Student’s Learning
Where Do We Go From Here? Worksheet: Monitoring Each Student’s Learning
Part Five: Tips for Moving Forward—Using Common Formative Assessments
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 8: Responding When Some Students Don’t Learn
Part One: The Case Study—Systematic Interventions Versus an Educational Lottery
Part Two: Here’s How
Part Three: Here’s Why
Why Should We Implement Systematic Interventions?
Part Four: Assessing Your Place on the PLC Journey
The Professional Learning Communities at Work® Continuum: Providing Students With Systematic Interventions and Extensions
Where Do We Go From Here? Worksheet: Providing Students With Systematic Interventions and Extensions
Part Five: Tips for Moving Forward—Creating Systematic Interventions and Extensions to Ensure Students Receive Additional Time and Support for Learning
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 9: Hiring, Orienting, and Retaining New Staff
Part One: The Case Study—The Disruption of Adding New Staff
Part Two: Here’s How
Is This Candidate a Good Fit for Our PLC?
Part Three: Here’s Why
Why Should We Address the Quality of Teachers?
Part Four: Assessing Your Place on the PLC Journey
Why Is a Focus on Hiring and Retaining Practices Important?
The Professional Learning Communities at Work® Continuum: Selecting and Retaining New Instructional Staff Members
Where Do We Go From Here? Worksheet: Selecting and Retaining New Instructional Staff Members
The Professional Learning Communities at Work® Continuum: Retaining Veteran Staff Members
Where Do We Go From Here? Worksheet: Retaining Veteran Staff Members
Part Five: Tips for Moving Forward—Selecting and Retaining Staff
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 10: Addressing Conflict and Celebrating
Part One: The Case Study—Responding to Resistance
Part Two: Here’s How
Part Three: Here’s Why
Part Four: Assessing Your Place on the PLC Journey
Why Should Celebration Be Part of Our Culture?
The Professional Learning Communities at Work® Continuum: Responding to Conflict
Where Do We Go From Here? Worksheet: Responding to Conflict
Part Five: Tips for Moving Forward—Addressing Conflict and Celebrating
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Chapter 11: Implementing the PLC Process Districtwide
Part One: The Case Study—The High Cost of Failing to Speak With One Voice
Part Two: Here’s How
Part Three: Here’s Why
Why Does Implementation Matter?
Part Four: Assessing Your Place on the PLC Journey
The Professional Learning Communities at Work® Continuum: Implementing the PLC Process Districtwide
Where Do We Go From Here? Worksheet: Implementing the PLC Process Districtwide
Part Five: Tips for Moving Forward—Implementing a Districtwide PLC Process
Part Six: Questions to Guide the Work of Your Professional Learning Community
Part Seven: Dangerous Detours and Seductive Shortcuts
Part Eight: Digging Deeper—Recommended Resources
Epilogue: Touching the Emotions: Creating a Culture of Caring
Recognizing the Human Side of Organizations
Creating Schools That Care
Demonstrating Empathy and Compassion
Giving Feedback With Encouragement and Support
Removing Communication That Says, “We Don’t Care”
Making Students Feel Special
Committing to Caring
Involving Everyone, at Every Level, Every Day
Leading: The Courage to Care
References and Resources
Index