Book Review: Learning by Doing by Richard duFour et al.

This week’s review is on Learning by Doing (4th Edition): A Handbook for Professional Learning Communities at Work by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, Mike Mattos, and Anthony Muhammad.

A central concept in the school modernization movement, PLCs and their creation process receive a clear over in Learning by Doing. This edition further expands on the process and offers resources and examples to assist schools in moving from "individual teachers being asked to do an increasingly difficult and complex job in isolation" to "collaborative teaming" (1). My approach to the text centered on [1] my experience as a teacher and leader in systems that claimed to have "PLCs" and [2] seeing where we can plug a new, virtual team member in as I prepare for my ISTE presentation on PLCs and AI.

I appreciated the systematic approach of the text and its chapter - offering a concrete road map with resources and additional texts for leaders and systems. Although the book offers numerous reminders that SolutionTree offers extensive PD options and coaching, the text is very much a stand alone and reference for school leaders. The text effectively seeks to derail the "Asking How?" (5) problem where we get caught up in a clear plan to avoid making difficult decisions or processes.

Chapter one introduces the concept, serving as an extension of the conversation began in the introduction, where the following chapters (mirroring change management) offer the steps to instituting PLCs as part of the culture. When PLCs are "pervasive and ongoing," they have a real effect on the culture, driving staff to "collective study and dialogue...[and] to act on the new information" (14). This culture is focused on the root belief that their "organizations exist to ensure all students actually acquire the essential knowledge, skills, and dispositions of each unit, course, and grade level. Every potential organizational practice, policy, and procedure is assessed on the basis of this question: 'Will this ensure higher levels of learning for our students?'" (18). This question is answered with a "results orientation" (19) in a cyclical implementation strategy.

The rest of the book breaks down how to implement this strategy. Chapter two focused on defining a clear and compelling purpose and incorporates aspects of forming a team, creating, and then communicating the vision. This team must incorporate the "roughly 15%...'opinion leaders' - people who are so knowledgeable, respected, and trustworthy that their position has a major influence" (35). This team must work together to build knowledge both about the PLC process and the school itself (the data organizer here is helpful). Consensus is finally reached with all points of view "have not merely been heard but been actively solicited" and "the will of the group is evident even to those who most oppose it" (40) . The insight to have one random group create reasons for and the other reasons against prior to presenting both sides is a powerful one [see also the recommendation to use fist to five]. The communication aspect focuses on seven concrete examples centered on ensuring that actions mirror words in determining the path forward for the community. A big part of this is concsensus on mission, vision, values and goals. These beliefs must written as behaviors to ensure expectations are clear. The chapter's quote of Jim Collins calling leaders to ensure the proper creation of a vision does not replace the proper alignment is a fitting conclusion.

Chapter three moves into setting up a collaborative culture - one where professionals are "engaged in collaboration, focused on the right work" (67). These teams should have some shared responsibility for student learning and the authors discuss different methods of grouping - however teachers must share "common content or objectives" (70) so that the focus remains on learning and not student behavior, events, etc. Scheduling and agenda-making come next - a key aspect is ensuring that PLC meetings enable teachers to grow and possess the needed skills to improve student achievement. (A helpful guide is the issues for team consideration survey to ensure that teams are in the right track). With the proper focus and right level of vulnerability, norms based on positive behaviors (and informed by past negative behaviors) can be created (81-82).

Regular check-ins are a must and a focus on support through coaching and leadership is the focus of chapter four. With its emphasis on ongoing support, this chapter is essential for instructional leaders who realize that coaching carries the skills learned in PD forward (the text cites 95%)(99). The coaching cycle the authors describe focuses on the classic gather data --> assess current reality --> set goal --> professional learning --> improve practice (100-101). This cyclical approach mirrors best practice with student learning and enables a culture of learning and growth. Here the text also provides rubrics for assessment and identifying areas for assessment, growth, and feedback. The caveats provided in this chapter include a key one that I struggled with where coaching a team does not mean leading the team.

Chapter five digs into that cycle focusing on a culture of results - where SMART goals ensure that "clarity precedes competence" (121). Discussion here includes the contrast between stretch and attainable goals where the former "inspire" and the latter "document incremental progress and build momentum and self-efficacy through short-term wins" (124). These goals must be created in tandem as "this separation of thought and action [leaders vs workers] is the antithesis of a learning community" (134). These team goals, when cocreated, become the work of the PLC.

The next three chapters, the writers discuss a focus on learning, assessing learning, and working on learning. Rooted in a conception of clarity within the "loose-tight" leadership divide, the concept of what students should learn is one we often neglect in the world of standards and curriculum. This is neglected to the detriment of schools where "teachers [must] engage in collective inquiry" (146), reading identifying priorities, clarifying the skills/concepts/knowledge, establishing proficiency for each, and scheduling these within the reality of the classroom. These essential standards should have: "endurance...leverage...prerequisite status" and possibly be relevant for future proficiency testing (147-148). This serves as a basis for establishing gaps in curriculum, learning, and topics. A key reminder in this chapter is that not only proficiency should be defined for the essential standards; but beyond proficiency to ensure that challenge is appropriate. The metric noted here is "80% of the students achieve 80% mastery on a common assessment" (153).

These essential standards serve as the basis for assessments - enabling timely and targeted interventions or extensions and the opportunity for true improvement in teaching practice (167). The chapter goes on to focus on formative assessments and the modifications that might be needed (for example, IEPs will state the required assessment modifications). The definition provided comes from Rick Stiggins where such assessment helps students understand the achievement target, their current proficiency, and how to close the gap between the two (169). I enjoyed the Descriptive Review process (a template can be found here) used to stimulate discussion of assessment results for teacher and learner improvement.

Once data is effectively analyzed and teacher quality and rigor are appropriately supported, the discussion of interventions can take place. This key step aims to answer the essential question of "are all students learning at higher levels?" (200). These recurring cycles of analysis and growth lead to improvements for all students - but not at once! Interventions remain rooted in the essential curriculum - the minimum "that all students must learn in each grade or course to be prepared for the next grade level or course"(202). The book details some Multi-Tiered System of Supports concepts highlighting 30 minutes, twice weekly for targeted Tier II instruction as a model (203), and Tier III interventions that are an addition to not a replacement for "access to essential grade-level curriculum" (204). These interventions are targeted "by student, by standard" requiring solid assessment and data analysis practices and "by kid, by cause" to ensure a long-view approach to deficiencies (205). Here the thought exercise of targeting not by label but by need ("if there were no labels on students at your school - such as regular ed, special ed, Title I, EL, honors, and gifted - how would you target students for interventions?" [207]) is a powerful thought exercise. MTSS remains essential for the mission of helping all students learn.

Chapters nine and ten focus on the personnel side of PLCs - onboarding and conflict, respectively. New teachers should be "an asset to the school because they are a good fit for the culture" (225) [see the hiring guide provided]. Ongoing support, check-ins, and resources (in time, talent, and treasure) can be essential for both new teachers and veteran teachers. These check-ins can lead administrators to determing conflict which must be swiftly addressed (251). Tips on creating an envronemtn for honest and respectful dialogue are provided - enriching the "data" collected to improve school culture and learning. These changes are both technical (rooted in new tools or mechanisms) and cultural (how the school does things) (252). Here leaders are called to build consensus by addressing needs (cognitive, emotional, capactity, and accountability [255]) to ensure true change is possible. Once this change is in place, celebration can remind "people of the purpose and priorities of their organization." The chapter ends by highlighting how conflict is best dealt with (268):

Bad teams ignore it, letting it fester until the situyation deteriorates into fight or flight- people bickering unproductively or not attending meetings. Good teams go to the boss and ask them to resolve the problem. Great teams deal with the issue themselves, recommitting to norms or establishing new norms to address the issue.

The final chapter focuses on district wide implementation - offering advice to central offices and superintendents. The major caveat here is that the central office must not do the work for the schools - "people support that which they help create" (297). This commitment is key to ensuring that we have "true empathy and compassion [which] cause educators to act, to move forward together, and, in doing so, to overcome seemingly insurmountable odds" (302). These high expectations rooted in the essential standards and culture must be emphasized especially when students fail to meet them - a call to consider our supports and interventions acorss a flatter leadership culture.

I consider the book an essential read for all school leaders - touching upon and providing support for a number of essential instructional and organizational systems to ensure the mission of a school.

Learning by Doing (4th Edition): A Handbook for Professional Learning Communities at Work by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, Mike Mattos, and Anthony Muhammad

Rating: 5/5 Stars

Good For: Revisiting the what and the how of PLC formation.

Best nugget: I enjoyed chapter one and two's focus on change management.

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