The PLC Book

Nancy Fichtman Dana is professor of education and distinguished teaching scholar 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 Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 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 for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In  partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included  several of the nation’s largest school districts.  Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation. Diane Yendol-Hoppey is professor of teacher education in the College of Education and Human Services at the University of North Florida. She has served as dean, associate dean of educator preparation and partnerships, department chair, and center director. She 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, Yendol-Hoppey 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. Yendol-Hoppey’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Yendol-Hoppey has received the AERA Division K Early Career Research Award and the ATE Distinguished Teacher Educator Award for her ongoing commitment to researching innovative approaches to teacher learning. She has published six books, more than 60 articles in professional journals, and secured 20 million in external funding to support teacher learning.

"The PLC Book is an essential resource for all principals and teachers who wish to create a powerful culture of adult and student learning in their schools.  Dana and Yendol-Hoppey created a practical go-to guide designed to help all educators understand and enact an exciting program of professional learning.  A must-read for all who are currently engaging in or wish to begin Professional Learning Communities in their schools."

• ForewordAcknowledgementsAbout the Authors1. PLC DefinedWhat Is A PLC?Do PLCs Really Work?How Do PLCs Work?Why Is This Book Called The PLC Book?2. Getting StartedWhat Getting Started Is and Why It’s ImportantHow to Get StartedWhat Does Getting Started Look Like?Questions For Discussion3. Establishing A PLC’s DirectionWhat Establishing A PLC Direction Is and Why It’s ImportantHow To Establish A Direction For Your PLCWhat Does Establishing A Direction For Your PLC Look Like?Questions For Discussion4. Developing A PLC Action Learning PlanWhat A PLC Action Learning Plan Is and Why It’s ImportantHow To Develop A PLC Action Learning PlanWhat Might Developing An Action Learning Plan Look Like?Questions For Discussion5. Analyzing Data In Your PLCWhat Data Analysis Is and Why It’s ImportantHow To Analyze DataWhat Might Analyzing Data Look Like?Questions for Discussion6. Making PLC Learning PublicWhat Making PLC Learning Public Is and Why It’s ImportantHow to Make PLC Learning PublicWhat Might Sharing the Work of Your PLC Look Like?Questions for Discussion7. Essential Elements of Healthy PLCsEstablish a VisionBuild TrustUnderstand and Embrace CollaborationEncourage, Recognize and Appreciate Diversity Within the GroupPromote the Development of Critical FriendsPay Attention to the Work “In-Between”Hold the Group Accountable for and Document Their LearningHave a Comprehensive View of What Constitutes DataUnderstand Change and Acknowledge The Discomfort It May BringWork With Building AdministratorsReferences