Professional Learning Communities at Work® and High Reliability Schools™

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Professional Learning Communities at Work and High Reliability Schools

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In 1998, Dr. Eaker was recognized by the governor of Tennessee as a recipient of Tennessee’s Outstanding Achievement Award. Also, in 1998, the Tennessee House of Representatives passed a proclamation recognizing him for his dedication and commitment to the field of education. In 2003, Dr. Eaker was selected by the Middle Tennessee State University Student Government Association to receive the Womack Distinguished Faculty Award.

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—From the introduction by Robert Eaker and Robert J. Marzano Professional Learning Communities at Work® and High Reliability Schools™: Cultures of Continuous Learning brings the ideas and recommendations of many renowned leaders in education into one resource for educators working to help students achieve at ever-higher levels. Each chapter contributes to a sound conceptual framework and successfully proves that the Professional Learning Community (PLC) at Work process and the High Reliability Schools (HRS) model are not only interrelated; they support each other. Readers will study each level of the HRS model and the ways in which successful implementation of the model improves education. Then, readers will see that level of the model at work in a PLC. Using this book, readers will see how the merging of the HRS model and the PLC at Work process leads to vastly improved schooling for all students. Introduction Robert Eaker and Robert J. Marzano introduce the PLC process and the HRS model. Part I: The Five Levels Mario Acosta describes how level 1—a safe, supportive, and collaborative culture—is the foundation of effective schooling. Anthony Muhammad argues that the PLC process creates the foundation of success that supports level 1. Toby Boss describes how to use the leading indicators at level 2—effective teaching in every classroom—to create a shared language of instruction.

Eric Twadell shares the elements of one PLC’s standards-referenced reporting system. Mike Ruyle describes level 5—competencybased education—and provides a solid theoretical and research base for this model. Mike Mattos explores the skills and behaviors students need for college and career readiness and how PLCs support them. Part II: PLC, HRS, and School Leadership Philip B. Warrick discusses the fundamental shift in school leadership in an HRS. Timothy D. Kanold addresses effective school leadership within a PLC, providing five coherence-building actions for leaders.

Tammy Heflebower focuses on the leader’s role in making the transformation from traditional grading to standards-referenced reporting, level 4.

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William M. Ferriter provides critical insight Part III: PLC, HRS, and District Leadership into the role of effective teaching in the PLC Cameron L. Rains describes how district process. leaders use the HRS model as the driving Jan K. Hoegh describes the defining features force for improvement. of level 3—a guaranteed and viable Marc Johnson offers insight into curriculum. districtwide leadership within the PLC Heather Friziellie and Julie A. Schmidt context through his journey of transformation examine developing and implementing a guaras a superintendent. anteed and viable curriculum within a PLC.

Eaker Marzano

Eaker Marzano

Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than fifty books and two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies Series, Managing the Inner World of Teaching, A Handbook for High Reliability Schools, A Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.

“The PLC process and the HRS model are not competing approaches to school improvement. Rather, they are complementary and support and enhance each other. Together, these approaches to school improvement can be a powerful tool for educational leaders who are serious about ensuring high levels of learning for all students.”

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For over four decades, Dr. Eaker has served as a consultant to school districts throughout North America and has been a frequent speaker at state, regional, and national meetings.

Professional Learning Communities at Work and High Reliability Schools

Dr. Eaker has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement, and has coauthored (with Richard and Rebecca DuFour) numerous books and other resources on the topic of reculturing schools and school districts into professional learning communities (PLCs).

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Professional Learning Communities at Work and High Reliability Schools

Robert Eaker, EdD, is professor emeritus at Middle Tennessee State University, where he also served as dean of the College of Education and later as interim executive vice president and provost. Dr. Eaker is a former fellow with the National Center for Effective Schools Research and Development.

11 The Leading Edge is the undefined space where leaders venture to impact change—it is the place where transformation begins. The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators—the important issues that profoundly impact student success. The experts contributing to this anthology do not prescribe one method to transact change. They embrace the mission, trusting that teachers and administrators—the true change leaders— will venture to the Leading Edge to embrace challenges and opportunities that will guarantee the success of their students. You are invited to the Leading Edge to explore Professional Learning Communities at Work ® and High Reliability Schools™: Cultures of Continuous Learning. This eleventh book in the series provides insights from leading educators as they confront the important issues that profoundly affect teacher, administrator, and student success. The contributors show how the merging of the Professional Learning Communities at Work process and the High Reliability Schools model leads to vastly improved schooling for all students. The Leading Edge series also includes On Common Ground: The Power of Professional Learning Communities; Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning; Change Wars; On Excellence in Teaching; 21st Century Skills: Rethinking How Students Learn; Mind, Brain, and Education: Neuroscience Implications for the Classroom; Rebuilding the Foundation: Effective Reading Instruction for 21st Century Literacy; Breaking Through: Effective Instruction and Assessment for Reaching English Learners; Deeper Learning: Beyond 21st Century Skills; and Connecting the Dots: Teacher Effectiveness and Deeper Professional Learning.


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