Leading Professional Learning Teams

Susan E. Sather is a senior program advisor at the Northwest Regional Educational Laboratory (NWREL) in Portland, OR. She leads the Laboratory’s professional learning teams (PLT) work, supervising and conducting PLT training in schools around the nation. She also contributes to research on issues such as high school academic rigor. Sather has 38 years of experience in education, 17 as a teacher working with a dropout prevention program and in special education. Prior to joining NWREL, she was western regional manager and a staff developer for a whole-school reform model, Ventures Education Systems. She has conducted research and evaluation through the School of Education and the School of Social Welfare at the University of California Berkeley, and with ARC associates in Oakland, California. At ARC, she was a member of the Leading for Diversity research team and co-author of Leading for Diversity: How School Leaders Promote Positive Interethnic Relations. She has a PhD in educational administration from the University of California Berkeley.

• List of Figures and TablesForeword by Shirley M. HordPrefaceAcknowledgmentsAbout the Author1. Understanding Professional Learning TeamsDefining Professional Learning TeamsThe Need for PLTsOther Models for Teacher CollaborationKey Points for Chapter 12. Setting the Stage for SuccessReadiness for PLTsUnderstanding ChangeBuilding RelationshipsCreating Avenues of CommunicationKey Points for Chapter 23. Laying the Foundation Within the School CommunityAdvocating for PLTs With Important StakeholdersAligning With School GoalsStructures for Working CollaborativelyProviding and Using DataProviding Additional ResourcesEstablishing Supportive AccountabilityKey Points for Chapter 34. What About Leadership?Administrators as LeadersShared and Facilitative LeadershipTeacher LeadershipSustaining LeadershipVignette: A Professional Learning Team in ActionKey Points for Chapter 45. Supporting the Work of PLTsSuccessful PLTsReinforcing PLT Strategies and SkillsEnsuring That PLTs Are Teacher LedUsing a Rubric to Encourage ReflectionAnticipating Potential ChallengesCelebrating SuccessKey Points for Chapter 5ResourcesA. National Staff Development Council (NSDC) Standards for Staff DevelopmentB. Survey of School Capacity for Continuous ImprovementC. Professional Learning Community (PLC) SurveyD. Finding Time for Professional LearningE. Resolving Conflict: Key to CollaborationF. Sample Conflict ScenariosG. Possible Expectations for PLT Team Leaders and FacilitatorsH. Tools1. Professional Learning Team Inquiry Cycle2. PLT Inquiry Cycle With Steps Explained3. Getting Started: Sample Agenda for Workship 14. PLT Team Log5. Sample PLT team Meeting Agenda and Log6. Defining Team Roles7. Professional Learning Team: Planning Sheet8. Five Demensions of Professional Learning Communities9. Criteria for Quality Team Time10. Finding Time for Collaboration11. Factors Supporting the Success of PLTs12. PLT Implementation Rubric13. Getting Started RoadmapSuggested ReadingsReferencesIndex

"As a high school principal, it is crucial to have tools and models that have teeth, that will make an impact on student achievement, and also improve collegiality and collaboration among teachers. This is a wonderful faculty book study choice for any school looking to have teams of teachers focused on data and how to incorporate best practices in their classrooms. I really like the key points section for an extra-busy administrator or teacher who still wants to get the main ideas."