The School Leader's Guide to Professional Learning Communities at Work TM. Richard DuFour
Where Do We Go From Here? Worksheet: Collaborative Culture
Why Do We Need SMART Goals?
The Professional Learning Communities at Work™ Continuum: Focusing on Results (Part I)
Where Do We Go From Here? Worksheet: Using School Improvement Goals to Drive Team Goals
SMART Goal Worksheet: Third-Grade Team
SMART Goal Worksheet: Eighth-Grade Math
SMART Goal Worksheet
Chapter 4
Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?
Why Should We Use Formative Assessments?
Why Should We Use Common Assessments?
The Professional Learning Communities at Work™ Continuum: Learning as Our Fundamental Purpose (Part I)
Where Do We Go From Here? Worksheet: Clearly Defined Outcomes
Where Do We Go From Here? Worksheet: Monitoring Each Student’s Learning
Chapter 5
Critical Issues for Team Consideration
Why Do We Need Widely Distributed Leadership?
Chapter 6
Why Is a Results Orientation the Key to School Effectiveness?
Data Analysis Protocol
The Professional Learning Communities at Work™ Continuum: Focusing on Results (Part II)
Where Do We Go From Here? Worksheet: Turning Data Into Information
Chapter 7
Why Should We Implement Systematic Interventions?
The Professional Learning Communities at Work™ Continuum: Learning as Our Fundamental Purpose (Part II)
Where Do We Go From Here? Worksheet: Systematic Intervention
Chapter 8
The Professional Learning Communities at Work™ Continuum: Effective Communication
The Professional Learning Communities at Work™ Continuum: Responding to Conflict
Where Do We Go From Here? Worksheet: Effective Communication (Chapter 2)
Where Do We Go From Here? Worksheet: Effective Communication (Chapter 9)
Chapter 9
Why Should Celebration Be a Part of Our Culture?
| Richard DuFour, EdD, was a public school educator for thirty-four years, serving as a teacher, principal, and superintendent. He is the only educator in Illinois to receive the state’s Distinguished Educator Award as a principal and Award of Excellence as a superintendent. He was presented the Distinguished Scholar Practitioner Award from the University of Illinois and the Distinguished Service Award from Learning Forward (previously National Staff Development Council). Dr. DuFour is the author of twenty books and videos and over ninety professional articles. He is one of the nation’s leading authorities on implementation of the professional learning community process and consults with school districts, state departments, and professional organizations throughout the world on school improvement strategies. | |
| Rebecca DuFour, MEd, has served as a teacher, school administrator, and central office coordinator. As a former elementary principal, Becky helped her school earn state and national recognition as a model professional learning community. She is one of the featured principals in the Video Journal of Education program “Leadership in an Age of Standards and High Stakes.” She is also the lead consultant and featured principal for the Video Journal of Education program “Elementary Principals as Leaders of Learning.” Becky is coauthor of many books and video series on the topic of PLCs. Becky is the recipient of the Distinguished Alumni Award of Lynchburg College. She consults with and works for professional organizations, school districts, universities, and state departments of education throughout North America. |
To book Richard DuFour or Rebecca DuFour for professional development, contact [email protected].
The Essentials for Principals series offers a rich resource for both aspiring and experienced principals. Each book in the series addresses a topic of vital interest to principals and offers specific steps to help them apply the most-promising strategies in that area to their schools. Ultimately, however, the impact of the insights and recommendations the series will provide will be determined to a large extent by the way in which the principal defines his or her role and the purpose of the school.
What Is the Role of the Principal?
What is the role of the principal? Do not take that question lightly! How you answer it will influence not only how you approach the position but also will significantly impact your effectiveness in meeting its challenges. Do not assume that there is universal agreement regarding the role of the principal. Are principals middle managers who serve as a conduit between the central office and the school’s staff to ensure policies others create are implemented efficiently? Or are principals leaders who rally stakeholders around a shared vision of a great school?
If you profess your belief in the idea of the principal as a leader, what kind of leadership is required of a principal? Different researchers have argued that a principal must serve as an instructional leader, transformational leader, servant leader, strategic leader, learning leader, empowering leader, participatory leader, delegatory leader, or moral leader (Fullan, 2011b; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Robinson et al., 2010).
Do not assume there is general agreement on the fundamental purpose of schooling. While mission statements are almost certain to assert the school’s purpose is to ensure all students learn, traditionally, schools have not operated that way. You will encounter staff and community members who argue that learning is a function of ability, and thus the school should focus on sorting and selecting students into different tracks based on their innate abilities. Others will argue the school’s purpose is merely to provide students with the opportunity to learn rather than to ensure that learning actually takes place. Still others will debate what is worthy of learning and will call for more or less emphasis on specific subject areas or will place higher or lower value on academic outcomes versus affective outcomes. Some will assert that the school should be responsible and accountable for doing whatever it takes to ensure high levels of learning for all students.
Do not assume that there is consensus on the primary clients you are to serve as principal. The board and superintendent will expect you to be their instrument for the implementation of policy, and to a great extent, your tenure in the position will depend on their