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PLC Resources: BIBLIOGRAPHY

The books listed below are excellent sources of information and offer many proven strategies for increasing PLC effectiveness. The links enable you to search contents in detail through Google Books.

Ainsworth, L., & Viegut, D. (2006). Common formative assessments: An essential part of the integrated whole. Thousand Oaks, CA: Corwin.

American Association of School Administrators. (1999). Preparing schools and school systems for the 21st century. Lanham, MD: Rowman and Littlefield. Assessment Training Institute: www.assessmentinst.com

Autry, J. (2001). The servant leader: How to build a creative team, develop great morale, and improve bottom-line performance. New York: Three Rivers.

Axelrod, R. (2002). Terms of engagement: Changing the way we change organizations. San Francisco: Berrett-Koehler.

Barth, R. (2001). Learning by heart. San Francisco: Jossey-Bass.

Bennis,W. (1997). Organizing genius: The secrets of creative collaboration. Cambridge, MA: Perseus.

Black, P., Harrison, C., Lee, C., Marsh, B., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9–19.

Bolman, L., & Deal, T. (1994). Becoming a teacher leader. Thousand Oaks, CA: Corwin Press.

Bolman, L., & Deal, T. (1996). Leading with soul: An uncommon journey of spirit. San Francisco: Jossey-Bass.

Bolman, L., & Deal, T. (2000). Escape from cluelessness. New York: AMACOM.

Bossidy, L., & Charan, R. (2002). Execution: The discipline of getting things done. New York: Crown Business.

Brophy, J., & Good, T. (2002). Looking in classrooms (9th ed.). Boston: Allyn and Bacon.

Center for Performance Assessment: www.makingstandardswork.com

Collins, J. (2001). Good to great: Why some companies make the leap . . . and others don’t. New York: Harper Business.

Collins, J., & Porras, J. (1997). Built to last: Successful habits of visionary companies. New York: Harper Business.

Cotton, K. (2000). The schooling practices that matter most. Alexandria, VA: Association for Supervision and Curriculum Development.

Council of Chief School Officers. (2002). Expecting success: A study of five high poverty schools. Washington, DC: Council of Chief School Officers.

Covey, S. (1989). The seven habits of highly effective people: Powerful lessons in personal change. New York: Fireside.

Covey, S. (1994). First things first: To live, to love, to learn, to leave a legacy. New York: Fireside.

Covey, S. (1996). Three roles of the leader in the new paradigm. In F. Hesselbein, M. Goldsmith, & R. Beckhard (Eds.), The leader of the future (pp. 149–160). San Francisco: Jossey-Bass.

Darling-Hammond, L. (1995). Policy for restructuring. In A. Lieberman (Ed.), The Work of Restructuring Schools (pp. 157–176). New York: Teachers College Press.

Darling-Hammond, L. (1996) What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 193–200.

Darling-Hammond, L. (2001). The right to learn. San Francisco: Jossey-Bass.

Deal, T., & Key, M. K. (1998). Corporate celebration: Play, purpose and profit atwork. San Francisco: Berrett-Koehler.

Deal, T., & Peterson, B. (1990). The principal’s role in shaping school culture.  Washington, DC: United States Department of Education.

Deal, T., & Peterson, K. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass.

Deming, W. E. (2000). Out of the crisis. Cambridge, MA: Massachusetts Institute of Technology.

Drucker, P. (1992). Managing for the future: The 1990s and beyond. New York: Truman Talley.

DuFour, R. (1991). The principal as staff developer. Bloomington, IN: Solution Tree (formerly National Educational Service).

DuFour, R. (1995). Restructuring is not enough. Educational Leadership, 52(7), 33–36.

DuFour, R. (1997). Make the words of mission statements come to life. Journal of Staff Development, 18(3), 54–55.

DuFour, R. (1997). Moving toward the school as a learning community. Journal of Staff Development, 18(1), 52–53.

DuFour, R. (1997). Seeing with new eyes. Journal of Staff Development, 18(4), 38–39.

DuFour, R., & Eaker, R. (1992). Creating the new American school: A principal’s guide to school improvement. Bloomington, IN: Solution Tree (formerly National Educational Service).

DuFour, R., Eaker, R., & Ranells, M. (1992). School improvement and the art of visioning. Tennessee Educational Leadership, 24(1), 6–12.

DuFour, R. (2003). Building a professional learning community. The School Administrator, 60(5), 13–18.

DuFour, R. (2003). Central office support for learning communities. The School Administrator, 60(5), 15–16.

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree (formerly National Educational Service).

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How a professional learning community responds when kids don’t learn. Bloomington, IN: Solution Tree (formerly National Educational Service).

Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).

Eastwood, K., & Louis, K. S. (1992). Restructuring that lasts: Managing the performance dip. Journal of School Leadership, 2(2), 213–224.

Elmore, R. (2003). Knowing the right thing to do: School improvement and performance-based accountability. Washington, DC: NGA Center for Best Practices.

Fullan, M. (1993). Change forces. London: Falmer Press.

Fullan, M. (1997). Broadening the concept of teacher leadership. In S. Caldwell (Ed.), Professional development in learning-centered schools (pp. 34–48). Oxford, OH: National Staff Development Council.

Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

Fullan, M. (2005). Leadership and sustainability: System thinkers in action. San Francisco: Corwin.

Fullan, M. (2005). Professional learning communities writ large. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities (pp. 209–223). Bloomington, IN: Solution Tree (formerly National Educational Service).

Gardner, H. (1990). Leading minds. New York: Basic Books.

Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds. Boston: Harvard Business School.

Garmston, R., & Wellman, B. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gorden.

Gladwell, M. (2002). The tipping point: How little things can make a big difference. New York: Back Bay.

Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.

Goleman, D. (2002). Primal leadership. Boston: Harvard Business School.

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Learning to lead with emotional intelligence. Boston: Harvard Business School.

Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State of New York.

Handy, C. (1995). Managing the dream. In S. Chawala & J. Renesch (Eds.), Learning organizations: Developing cultures for tomorrow’s workplace (pp. 45–56). New York: Productivity.

Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: John Wiley.

Haycock, K. (1998). Good teaching matters . . . a lot. Thinking K–16, 3(2), 1–14.

Hirsch, E. D. (1996). The schools we need and why we don’t have them. New York: Doubleday.

Hord, S., Rutherford,W., Huling-Austin, L., & Hall, G. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.

Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment K–12. Alexandria, VA: Association for Supervision and Curriculum Development.

Kanold, T. (2006). The continuous improvement wheel of a professional learning community. Journal of Staff Development, 27(2), 16–21.

Kanter, R. (1995). Mastering change. In S. Chawala & J. Renesch (Eds.), Learning organizations: Developing cultures for tomorrow’s workplace (pp. 71–84). New York: Productivity.

Katzenbach, J., & Smith, D. (1993). The wisdom of teams: Creating the high-performance organization. Boston: Harvard Business School.

Kendall, J., & Marzano, R. (1997). Designing standards-based districts, schools, and classrooms. Aurora, CO: Mid-Continent Regional Educational Laboratory.

Kendall, J., & Marzano, R. (2000). Content knowledge: A compendium of standards and benchmarks for K–12 education (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kotter, J. (1996). Leading change. Boston: Harvard Business School.

Kotter, J. (1998).Winning at change. Leader to Leader, 10(Fall), 27–33.

Kouzes, J., & Posner, B. (1987). The leadership challenge: How to get extraordinary things done in organizations. San Francisco: Jossey-Bass.

Kouzes, J., & Posner, B. (1999). Encouraging the heart: A leader’s guide to rewarding and recognizing others. San Francisco: Jossey-Bass.

Kouzes, J., & Posner, B. (2003). Challenge is the opportunity for greatness. Leader to Leader, 28(Spring), 16–23.

Lencioni, P. (2005). Overcoming the five dysfunctions of a team: A field guide. San Francisco: Jossey-Bass.

Lezotte, L. (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products. Retrieved January 6, 2006, from http://www.effectiveschools.com/freestuff.asp

Lezotte, L. (1997). Learning for all. Okemos, MI: Effective Schools Products.

Lezotte, L. (2005). More effective schools: Professional learning communities in action. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities (pp. 177–191). Bloomington, IN: Solution Tree (formerly National Educational Service).

Lieberman, A. (1995). Restructuring schools: The dynamics of changing practice, structure, and culture. In A. Lieberman (Ed.), The work of restructuring schools: Building from the ground up (pp. 1–17). New York: Teachers College.

Louis, K. S., Kruse, S., & Marks, H. (1996). Schoolwide professional community. In F. Newmann (Ed.), Authentic achievement: Restructuring schools for intellectual quality (pp. 179–204). San Francisco: Jossey-Bass.

Louis, K. S., Kruse, S., & Raywid, M. (1996). Putting teachers at the center of reform. NASSP Bulletin, 80(580), 9–21.

Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing student outcomes.  Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Maxwell, J. (1995). Developing the leaders around you: How to help others reach their full potential. Nashville, TN: Thomas Nelson.

McLaughlin, M. (speech, December, 1995). Creating professional learning communities. Keynote address presented at the annual conference of the National Staff Development Council, Chicago.

McLaughlin, M., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago.

McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Mintzberg, H. (1994). The rise and fall of strategic planning. New York: Free Press.

Nanus, B. (1992). Visionary leadership. San Francisco: Jossey-Bass.

National Association of Secondary School Principals. (1996). Breaking ranks: Changing an American institution. Reston, VA.

National Board for Professional Teaching Standards. (1994). What teachers should know and be able to do. Detroit, MI.

National Staff Development Council. (1999). Developing Norms. Tools for Schools, August/September, 3–5.

Newmann, F., & Associates. (Eds.). (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Newmann, F., King, B., & Youngs, P. (2000, April). Professional development that addresses school capacity. Paper presented at the annual meeting of the American Research Association, New Orleans, LA.

Newmann, F., & Wehlage, G. (1995). Successful school restructuring: A report to the public and educators by the center for restructuring schools. Madison, WI: University of Wisconsin.

Newmann, F., & Wehlage, G. (1996). Restructuring for authentic student achievement. In F. Newmann (Ed.), Authentic achievement: Restructuring schools for intellectual quality (pp. 286–301). San Francisco: Jossey-Bass.

O’Neill, J., & Conzemius, A. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.

Peters, T., & Austin, N. (1985). A passion for excellence: The leadership difference. New York: Random House.

Peters, T., & Waterman, R. (1982). In search of excellence: Lessons from America’s best-run companies. New York: Harper and Row.

Pfeffer, J., & Sutton, R. (2000). The knowing-doing gap: How smart companies turn knowledge into action. Boston: Harvard Business School.

Pinchot, G., & Pinchot, E. (1993). The end of bureaucracy and the rise of the intelligent organization. San Francisco: Berrett-Koehler.

Reeves, D. (2000). Accountability in action: A blueprint for learning organizations. Denver: Advanced Learning.

Reeves, D. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco: John Wiley and Sons.

Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. (2005). Putting it all together: Standards, assessment, and accountability in successful professional learning communities. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities (pp. 45–63). Bloomington, IN: Solution Tree (formerly National Educational Service).

Reeves, D. (2006). The learning leader. Alexandria, VA: Association for Supervision and Curriculum Development.

Sagor, R. (1997). Collaborative action research for educational change. In A. Hargreaves (Ed.), Rethinking educational change with heart and mind (pp. 169–191). Alexandria, VA: Association for Supervision and Curriculum Development.

Saphier, J. (2005). John Adams’ promise: How to have good schools for all our children, not just for some. Acton, MA: Research for Better Teaching.

Sarason, S. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers College.

Schaffer, R., & Thomson, H. (1998). Successful change programs begin with results. In Harvard Business Review on change. Boston: Harvard Business School.

Schlecty, P. (1990). Schools for the 21st century. San Francisco: Jossey-Bass.

Schlecty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass.

Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2003). First things first: Demystifying data analysis. Educational Leadership, 60(5), 22–24.

Schmoker, M. (2004). Learning communities at the crossroads: A response to Joyce and Cook. Phi Delta Kappan, 86(1), 84–89.

Schmoker, M. (2005). Here and now: Improving teaching and learning. In R. DuFour, R. Eaker, & R. DuFour (Eds.). On common ground: The power of professional learning communities (pp. 135–153). Bloomington, IN: Solution Tree (formerly National Educational Service).

Senge, P. (1990). The fifth discipline: The art & practice of the learning organization. New York: Currency Doubleday.

Senge, P., Kleiner, A., Roberts, C., Ross, R., & Smith, B. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday/Currency.

Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.

Sergiovanni, T. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco: Jossey-Bass.

Southern Regional Education Board. (2000). Things that matter most in improving student learning. Atlanta, GA: Southwest Regional Education Board.

Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Oxford, OH: National Staff Development Council and Alexandria, VA: Association for Supervision and Curriculum Development.

Sparks, D. (2005). Leading for transformation in teaching, learning, and relationships. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities (pp. 155–175). Bloomington, IN: Solution Tree (formerly National Educational Service).

Stiggins, R. (2001). Student involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765.

Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22–27.

Stiggins, R. (2005). Assessment FOR learning: Building a culture of confident learners. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).

Straus, D. (2002). How to make collaboration work: Powerful ways to build consensus, solve problems, and make decisions. San Francisco: Berrett-Koehler.

Waterman, R. (1987). The renewal factor: How the best get and keep the competitive edge. New York: Bantam.

Waterman, R. (1993). Adhocracy: The power to change. New York: Norton.

Wehlage, G., Newmann, F., & Secada, W. (1996). Support for student achievement. In F. Newmann (Ed.), Authentic achievement: Restructuring schools for intellectual quality (pp. 21–48). San Francisco: Jossey-Bass.

Wright, S., Horn, S., & Sanders, W. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67.