Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement

by Richard DuFour, Robert J. Marzano

For many years, coauthors Rick DuFour and Bob Marzano have been co-travelers on the journey to help educators improve their schools. As Rick has focused on bringing the professional learning community process to life in schools, he has relied heavily on Bob's vast research on effective teaching and effective leadership. Bob has come to the conclusion that the best environment for great teaching and leading is a powerful PLC. In Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement, the authors have combined their passions into one book to articulate how effective leaders foster continuous improvement at the district, school, and classroom levels. Rick and Bob argue that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. They assert that it will take a collaborative effort and widely dispersed leadership to meet the challenges confronting schools. Leaders of Learning focuses on district leadership, principal leadership, and team leadership, as well as addressing how individual teachers can be most effective in leading their students by learning with their colleagues how to implement the most promising pedagogy in their classrooms.

The first part of the book focuses on how district and school leaders create the conditions to support the collaborative culture of a professional learning community. In the second part, the authors turn their attention to the specific work that teachers undertake as members of PLCs. They discuss:

The district's role in supporting the PLC process and five characteristics of effective district leaders

The principal's role in leading a PLC, including fostering shared leadership, training team leaders, and building capacity

How to create collaborative culture and collective capacity, specifically by fostering reciprocol accountability through meaningful teaming, time for collaboration, supportive structures for teaming, clarifying work, monitoring and providing direction and support to teams, avoiding shortcuts, and celebrating success and confronting those who do not contribute

How leaders in a PLC develop a guaranteed and viable curriculum, from identifying objectives to designing proficiency scales, and then montitor student learning in an ongoing way with specific guidance for designing and scoring assessments and reporting grades

How teams of instructors design and deliver lessons that maximize the probability that all students will acquire the intended knowledge and skills

How leaders and the system respond when students do not learn

Genres: Education, Leadership, Teaching, Nonfiction, Professional Development, Ebooks

248 pages, Perfect Paperback

First published June 15, 2007

Reviews

[La-Shanda · Rating 4 out of 5]

Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement focuses on Professional Learning Community (PLCs), common planning, building teacher capacity and the role of school-site administrators. If you are aspiring to be a school-site administrator or truly want to make a difference in student achievement using PLCs, common planning and teacher-centered assessment, then this book is for you.

[Kim · Rating 3 out of 5]

If you have never experienced PLCs before, this is a good book. However, if you have been doing them for years, there’s not much to pick up by going back to this.

[JAGged · Rating 4 out of 5]

The first four chapters can easily be skipped, unless you're a principal, or you need convincing.

[Tyler McCubbin · Rating 4 out of 5]

"The key to leadership is developing the capacity of others to accomplish a collective endeavor, not doing it all yourself. . . To be the best leader you can be, don't hoard power; give it away. Don't view yourself as the heroic individual who will single-handedly improve your district, school, or classroom; view yourself as a hero-maker who develops the leadership potential of those you serve." (207)

In my time as a teacher, I've become introduced to the richness of leaders like Richard DuFour and Robert Marzano through a continually developing culture of building a strong PLC at my school. I've struggled to meet the needs of my students at times while still being labeled as a leader in my school, and it's something that hasn't digested well throughout my practice. In Chapters 5-9 I found advice and kind reminders about my responsibilities and roles as a teacher leader, ones that I know will help me make great strides this year as I set out to improve and expand upon my ability to collaborate with others in order to create a curriculum that is guaranteed and viable, to ensure that I know that my students have learned and what I need to do in order to make sure that they know what they are expected to learn via clearly outlined standards and objectives. (89; 170)

What I particularly liked about DuFour and Marzano's collaboration is their use of evidence to back up what they were discussing. Study after study was used ranging from the early 2000s to 2010 (just one year before the book was published). It was clear that DuFour and Marzano are two forces to be reckoned with and sought after as masters of knowledge in the field of education. I also liked both of their writing styles. They made the book palatable and non-intimidating, considering the amount of research that went into creating and writing this book.

Before starting I read a review about this book on Goodreads that indicated Chapters 1-4 can be set aside for those who are not in administrative positions. I was hesitant to follow what they said, so I read it; I would have to say that I agree with their recommendation. Chapters 5-9 are where the heart of the learning and professional development comes from for teachers who are interested in learning how they can become leaders for their schools, whether it be in their capacity as a team leader or as head of a department.

I would highly recommend this work for teacher leaders who are looking to find some reminders about what their role as a teacher leader is. Finishing the book with one week before starting school certainly is timely and will serve as a guidepost throughout the year for those who are new to non-admin leadership positions at my school. It also gave me some things to ponder on and to ask my administrators about as to how we can be more aware of the needs of all of our students.

[Karen · Rating 3 out of 5]

A few good nuggets, but mostly common sense...
- "Every person who enters the field of education has both an opportunity and an obligation to be a leader."
- "Someone is looking to you right now for leadership."
- School reform is about changing people.
- Peers need to support and pressure each other to do better.
- The best leaders are in love with the work they do, their purpose, and with those they lead and serve. They view their position as a calling.
- Leadership is about love.

[Lynne Beavers · Rating 3 out of 5]

This book espouses the Professional Learning Community concept as a more viable route to leadership. "It is time to let go of the myth of the charismatic individual leader who has it all figured out...Effective leaders recognize that they cannot accomplish great things alone...leadership capacity is broadly distributed in the population and is accessible to anyone who has passion and purpose to change things as they are."

[Nani Mar-Ser · Rating 5 out of 5]

Leí este libro como parte de mi maestría en Liderazgo de Organizaciones Educativas y lo encontré sumamente relevante para comprender el papel transformador de los líderes escolares. El libro ofrece un marco claro para construir culturas profesionales centradas en el aprendizaje y la mejora continua. Sus propuestas son prácticas, accesibles y profundamente alineadas con una visión de equidad educativa. Una lectura esencial para quienes aspiran a liderar con propósito y colaboración.

[Casey Wright · Rating 4 out of 5]

Marzano and DuFour put together an easy to follow recipe for education leaders in order to bring out the best in students, teachers, and school leaders. The PLC time is incredibly important and integral to student learning. Leadership can be found at all levels and teachers who help others are among the most successful. I’ve highlighted so many great ideas to try from this book!

[Lucas Smith · Rating 4 out of 5]

Dufour and Marzano are the architects of the professional learning community framework, which prioritizes collaboration and data-driven instruction. They make a strong case for standards-based learning, which seems especially prophetic now considering they wrote the book two years before the Common Core standards were rolled out.

[Ashley · Rating 5 out of 5]

Probably the best book I’ve read on instructional leadership. I was able to put some of the suggestions into practice immediately. The work I’ve done has helped create a protocol for data conversations.

[Cullen McDowell · Rating 4 out of 5]

A great read. Helped to set the stage for our strategic planning throughout this year.

[Jonathan Brammer · Rating 2 out of 5]

DuFour, as the earliest proponent and instigator of the PLC process, has a lot invested in its success. It's refreshing how dismissive of previous reform movements he is, drawing the ultimate conclusion that successful teachers are successful collaborators, and that a school that follows the PLC process with fidelity will see large gains in student achievement.

While I generally agree with these conclusions, they are just a piece in the puzzle. Often times what ends up happening is that good teachers often have to prop up the weaker or less experienced teachers in their PLCs. And while this often times leads to passing knowledge and best practices on to colleagues, it is difficult to get to the point where true interdependence is established - the more knowledgeable teachers end up doing more of the work.

These are really just minor critiques - overall I appreciate the effort to put more of the impetus for educational reform back in the hands of school leaders and teachers - people actually working in schools.

[Brenda · Rating 4 out of 5]

I love books that are filled with inspirational quotes. This little book is just that, a book of quotes about PLC work (taken from the texts written about PLCs) that reminds all of us in education of the important work we do every day. Many of the quotes made me think of the work we did when writing curriculum recently. While different in nature, much of the work we did has the power to transform. Favorite quotes: "The Professional Learning Community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift-from a focus on teaching to a focus on learning-has profound implications for schools." requoted from On Common Ground.
AND; OUCH " Isn't it ironic how frequently we question the willingness of others to do what must be done to improve our schools, and in doing so, absolve ourselves of the responsibility for taking action?" requoted from Getting Started.

[Ken · Rating 3 out of 5]

It's truly the Daily Double when you tag-team Richard DuFour and Robert Marzano (kingpins of the "Cartel," as they call it). And you can always count on good, solid, and sober stuff when you read them, even combined. Exciting? Hardly. "You've got to read this!" caliber? Not nearly. But a few nuggets may be ingested. For me, the best part is the opening pitch about every single one of us (in education) being a leader. Their singing my song when they riff on that note.

If your school is heavy into PLC-ing to the point where everyone's tired of hearing the letters, you might look to this as a concise Bible of PLC of sorts. Then again, you could browse their website just as easily: www.allthingsplc.info.

[Laurie · Rating 3 out of 5]

A great overview of the big ideas, concepts, and misconceptions. I also just spent three days at a conference hearing people speak about this. I feel a little brainwashed and overwhelmed.

Also, it makes a subtle (although at times, not so) case for the ineffectiveness of other reform efforts, all while speaking in general terms and citing themselves as evidence from their research. It's hard at times to to feel like these men got together from a PLC circle jerk.

In the end I am convinced this would be a great thing for my school, district, and staff. I'll even recommend this book to anyone who wants more information not coming from me.

It's going to be a battle.

[Jane · Rating 4 out of 5]

This book really nails what it takes to turn schools in to true learning communities--and it is also brutally honest about the work involved. Leaders who are "dipping" into professional learning communities need to use this book as a thermometer--are they really leading this movement or simply mandating superficial things? Read to understand District, Principal, team leader and teacher responsibilities that need to be covered for true collaboration...

[Ken · Rating 3 out of 5]

This was a good book that provides a good overview of the Professional Learning Communities that the authors propose as the best way to improve student achievement. This book does a great job of making real life applications of their strategies.
I would recommend this book to non educators if you wanted to get a good overview of the latest reform efforts that are working to improve student achievement.

[Brian · Rating 4 out of 5]

Started strong making a great case for PLCs and the value that they can bring to a campus professional development environment. However, they lost me when they talked about implementation and a total revamp of how curriculum is written and how tests are graded. I understand it was only an example, but they left me with little when it comes to actual implementation strategies that will work well on campuses that have only one teacher teaching every subject.

[Emichail · Rating 3 out of 5]

I wish this had been my 1st DuFour book. Since it was my 3rd, it just reiterated what his workshops & other published works teach about PLC's.

I recommend reading it if you're starting to learn about how to implement PLC's, but consider it a quick skim if you're already familiar with the DuFours.

[Lanell · Rating 3 out of 5]

Definitely textbook style but I actually learned a lot. Read this because I was asked to by the principal at my school. Other than chapters 6-7 the book was not terrible. Again lots of information I can use in the work setting.

[Temoca · Rating 3 out of 5]

This was a quick read. My principal has been reading it and passed it along to me. I like that some of the points are ones I have incorporated and much of it makes sense. The statistical information is pretty scary. I hope we can start effecting change in our academic system.

[Kerry Gain · Rating 5 out of 5]

Great, great book - but you would expect greatness when Marzano and DuFour get together! Also loved that my friend Darwin Spiller is cited as an example of a great leader in the last chapter -- all of his hard work has really paid off!!

[Teri · Rating 3 out of 5]

If you are interested in implementing PLCs on your campus, then this truly is THE book to read. Be prepared for some brain washing. The prevalent tone, in my opinion, is that PLCs can solve virtually every campus problem.

[Kelsey Keith · Rating 5 out of 5]

This book is GOLD for any school, department, or grade-level leader trying to implement PLCs as a means of improving student achievement. The chapters on guaranteed curriculums, monitoring student learning, and responding when students don't learn were among my favorites in this book.

[David · Rating 5 out of 5]

Good overview of PLC structures. Starts with good stats about current education. Some chapters more relevant than others

[Hanrong Tham · Rating 5 out of 5]

A must read for a school leaders who are leading PLCs. It highlights many misconceptions of PLCs and what pitfalls to avoid when leading PLCs.

[Carla · Rating 3 out of 5]

Helped me to better understand the Professional Learning Community trend and some insights into Response to Intervention.

[Tim · Rating 3 out of 5]

Good book.

[Ouida · Rating 5 out of 5]

Must read for administrators. Highlights the importance of systemic culture of learning communities from the central office to the classroom.

[Karen James · Rating 3 out of 5]

First couple chapters were good... A bit of a ramped up version of PLCs and district leadership. Not bad but not earth shatering.