Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn

by Rebecca DuFour, Robert Eaker, Gayle Karhanek

This book focuses primarily on providing time, support, and strategies to assist students. Whatever It Takes: How PLCs Respond When Kids Don't Learn examines the question, "What happens when, despite our best efforts in the classroom, a student does not learn?"

In traditional schools, the response to this question has been left to the discretion of individual classroom teachers who are free to respond in very different ways. A Professional Learning Community will not leave this critical question to each teacher to resolve. A PLC will, instead, create a school-wide system of interventions that provides all students with additional time and support when they experience difficulty in their learning.

The authors describe in detail the systems of intervention, including Adlai E. Stevenson High School's "Pyramid of Interventions," created by four different schools: a high school, a middle school, and two elementary schools. In addition to these systems, the authors discuss the logistical barriers these schools faced and their strategies for overcoming those barriers.

Chapter 1 examines the current mandate that all students learn at high levels and places that mandate in a historical context by examining the assumptions that have guided public education. The chapter extends the popular rallying cry that "all children can learn" by re-examining the three critical questions with which all PLCs grapple in order to give that phrase relevance.

Chapter 2 describes how schools have traditionally responded when students do not learn and provides a case study to examine that response. The chapter also presents some caveats readers must keep in mind as they consider creating a system of interventions for students in their own schools.

Chapter 3 describes in detail the system of interventions created by Adlai Stevenson High School in suburban Chicago, one of three schools in the nation to receive the United States Department of Education's Blue Ribbon Award on four occasions.

This system, the Pyramid of Interventions, represents a conscious attempt by the Stevenson staff to give students additional time and support when they experience difficulty in their learning.

Chapter 4 discusses some of the logistical barriers Stevenson faced in building the Pyramid and strategies for overcoming those barriers. It acknowledges that other schools in other settings will face their own unique barriers but contends that if staff members clarify their priority and focus on the right questions, they too can overcome the obstacles posed by their local context.

Chapter 5 examines the unique aspects of the middle school and explains how one of America's most celebrated middle schools has raised student performance by focusing on student achievement, building a collaborative culture, and creating systems to provide students with additional time and support.

Chapters 6 and 7 describe how a system of interventions works for students in two very different elementary schools-one in a rural setting in south-central Virginia and another in an ethnically diverse Title One school in southern California.

Chapter 8 identifies the commonalities between the four very different schools explored in the earlier chapters. It discusses how all of the characteristics of a PLC came to thrive in each school and describes some of the common approaches to leadership that characterized the principals of these four schools.

Chapter 9 examines some of the philosophical concerns that have been raised regarding the proposal to provide students with additional time and support for learning when students fail to make the effort necessary to be successful. The chapter then attempts to address each of these concerns.

Chapter 10 identifies some of the cultural shifts a school must make on the journey to becoming a Professional Learning Community. It contends that a PLC creates a "stretch culture" that leads both students and staff to embrace high expectations and to develop a sense of self-efficacy. It suggests strategies to promote such a culture.

The appendix provides artifacts from the four schools described in this book that practitioners may find helpful-mission and vision statements, job descriptions, sample correspondence, program descriptions, and graphics to illustrate intervention plans. The appendix also contains a graphic representation of Adlai Stevenson's Pyramid of Interventions.

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

263 pages, Paperback

First published May 31, 2004

Reviews

[angrykitty · Rating 4 out of 5]

i'm having to read a bunch of books for my new job to get an idea of what kind of philosophies they've been trying to instill in their teachers in the past couple of years, and this book is the one that taught them about plcs (professional learning communities). anyway, the interesting nugget about this book, is that my old district showed a video based on this book during one of our inservices. the thing is, they must have been too tightfisted to actually buy the book though, as we never received it, and really never heard about any of its practices again. awesome.

this was actually a really great book that i think any district that is having difficulties should invest in. i know that mpusd could really use its model, and i'm hoping to see its implementation in action in my new district. very quick read, but really informative.

[Jeff · Rating 5 out of 5]

i've been teaching high school for a long time and i've seen more miracles of the moment come and go than i can remember...or want to remember--but...plc's are real miracles and i'm exraordinarily proud that big foot high school has decided (or will decide) to become a plc--having noticed, thought about, and systematized the obvious (but previously ignored), dufour and eaker are geniuses--

[Dorothy · Rating 5 out of 5]

I attended a conference by the DuFour's this summer which has changed my ideas about education forever. If you have heard the DuFour's speak, the words this book come from their years of experience and research to support how to reach children. I found it an easy read and especially enjoyed reading the section on the Pyramid Intervention which has great ideas on how to develop this model.

[Exavidreader · Rating 3 out of 5]

I like reading real stories of how schools make changes to the 'old' system for a system that works better for the kids of today.

[Laurie · Rating 4 out of 5]

Critical to any learning is asking the right questions at the right time, and perhaps the most important question to ask is "how do I know if all of my students have learned what I think I have taught, and what will I do to help those who have not?" In this content-driven world, many do not learn what we think we have taught and we just keep on moving. We rationalize this by arguing that the student didn't try hard enough or we do not have the resources to change the situation. This book addresses all of the above with practical explanations and examples.

Notes to discuss with colleagues --

Intro:

* three critical questions -- p2,3
* goal -- p5
* Systematic, timely, direct intervention - p7

Chapter 1

* "all children can learn"
* three critical questions -- p2,3

Chapter 2

* teacher "lottery" should not be characteristic of Oaks' education
* have seen evidence of "Darwin" theory (failure to succeed indicates student should not be at Oaks) and "Pilate" theory (failure to succeed reflects irresponsibility of student) at Oaks
* paradigm shift as necessary, if not more so, than additional resources - p35-37
* current approach by some teachers - p40
* Must have a plan -- school admin and faculty must implement plan together

Chapter 3

* Pyramid of Interventions - p60ff (Guided Study = ASP; Mentor Program = ASP w Tutor)
* summer study skills course -- am planning one for this next summer

Chapter 4

* grading periods of 3 6-week sections each semester?
* paradigm shift: "think positive, not punitive" -- approach to assessments

Chapter 5

* needs of the middle school student - p83
* key question - p85
* crucial at all levels: steps 5 through 8 (step 5 often skipped -- reteaching/support for those who didn't "get it" the first time) - p87

Chapters 6 and 7

* team learning process
* SSD needs - work directly with grade-level teams (like New Roads' program) - p111
* two-way system of communication/synchronization of schedules - p112,113
* focus of SST - p126
* "learning will be constant...time and support will be the variables" - p128

Chapter 8 identifies the

* commonalities - p134
* is there an "if" factor at Oaks - p134
* structured collaboration and shared knowledge and action
* analyze results/targets for improvement -- just because it was taught does not mean it was learned - p140
* key question - p141
* collective commitment works through conflict

Chapter 9

* honest dialogue between "change zealots" and resisters
* questions we may face - p150, 158 (teach to the top philosophy), p165

Chapter 10

* paradigm shift about teaching - p 173
* key question - p175
* from "fixed" to "flexible"
* from "average learning" to "individual learning"
* from "punitive" to "positive"
* honor improvement/effort, not just the success of elite few - p179
* misapplication of "rigor" as "more" and "more difficult" - p180
* assessment "for" learning - p183,184
* collaborative culture w/ timely interventions
* look for and share evidence of small-term wins - p189

The appendix

* mission and vision statements - p201
* job descriptions
* sample correspondence
* program descriptions
* graphics to illustrate intervention plans
* graphic representation of Adlai Stevenson's Pyramid of Interventions - p210

[Doris Herrmann · Rating 5 out of 5]

One of the things I really like about this book is that it looks at the importance of a teacher's professional growth and how building capacity in a teacher can help students learn. This book provides valuable incite in how to grow a professional learning communities in schools.

We all know there is not a quick fix when it comes to helping that one child. DuFour looks at the bigger picture of teacher professional growth and offers real advice on how to systematically grow teachers to meet the ever changing needs of students.

[Beth · Rating 2 out of 5]

We are reading this book at work - our "professional learning." However I had started it before school this year. It is the story of a "successful" high school in Chicago - it is a "you too can get your kids to do better than you think" book. They have not yet tackled how to apply "alternate assessment" to a No Child Left Behind requirement - - but I am hoping for something brilliant. :o)

[Caryn Jasich · Rating 4 out of 5]

So many great ideas on how to really meet the needs of every child in a school setting. Having gone to the PLC training a few years, none of these ideas were especially new, but the reminders and ideas made it worth the read. I wish every school had the leadership and teachers motivated to make these changes.

[Nicholas · Rating 4 out of 5]

Although I initially got this book because I thought it was a different book (oops!), it turned out to be really informative. It had some great case studies on what low-performing schools had due to become successful and how different stakeholders had made decisions and worked together to create positive change in their schools.

[Matt Carpenter · Rating 2 out of 5]

This book is based on a belief that public schools can play the part of parents and teachers to students. It contains some good ideas, but there must be a proper foundation in place before they will work. It is better suited for elementary and intermediate school than for high schools. There's too much idealism for it to be practical in the real world.

[Michelle · Rating 2 out of 5]

It may have been good in its time, but I would say it's pretty out-dated. In my experience, most schools are already doing the things it recommends (interventions, advisory, etc) and it didn't really tell me anything I didn't already know. I suppose it could work as a book for teachers who are new to the field...

[Rebecca · Rating 4 out of 5]

This is a good book for using with a Leadership team at a school. The best part of it is the way they frame the different ways educators respond to the idea that every student can achieve grade level standards.

[Karin · Rating 4 out of 5]

THis was a had to read for work, yes my principal gave us homework over the summer. I find this very inspirational and quite remarkable to read about the schools that took action in the unconventional way.

[Jamie Wang · Rating 5 out of 5]

I read this book for a class, but it's really interesting if you do anything in the field of education. Unfortunately it's the third book in the series and while I would have liked to have read the first two, I haven't had a chance. They do a good job of introducing the idea though.

[Leanne · Rating 3 out of 5]

Professional Learning Communities sound like a great force for good in the educational world. As a lowly teacher, instead of an administrator, I gleaned some good ideas from the book, but feel limited in the opportunity to see the ideas put into action.

[Colleen Loy · Rating 3 out of 5]

I thought this was a nice refresher in what a PLC is and why we do them, but I'm looking for a more practical step-by-step guide to strengthen our PLC this year. We finally have the time every other day, so how are we going to make it effective?

[Courtney · Rating 4 out of 5]

I was given this book on my first day of work and was pleasantly surprised by it. If you don't work in a school or ever care to, you probably shouldn't read it, but I found it pretty interesting.

[Sandra · Rating 4 out of 5]

Great book for an educator who wants to find a way to reach the struggling student.

[Francie Stanford · Rating 5 out of 5]

A must for schools working as PLC's.

[Brent · Rating 5 out of 5]

A must read for teachers and administrators.

[Diana]

Not finished yet.

[Peter · Rating 4 out of 5]

I am now in charge of teaching my staff this philosophy. It will be the backbone of my application for administration. Wish me luck!

[Ms. Brown]

Another great book that gives educational leaders the road map for school improvement.

[Monica · Rating 4 out of 5]

Great reminders of what a great school needs to do to make sure all kids learn.

[Pmanco · Rating 2 out of 5]

Read for work. Had some great ideas for "at risk" learners.

[Geneal · Rating 3 out of 5]

Just a book for PLC training! Some concepts I agree with and others make me crazy. I wonder how long it has been since DuFour was in a classroom every day.

[James Zimmerman · Rating 5 out of 5]

so far so good

[Lynn · Rating 5 out of 5]

This book is a must read for all schools seeking to improve.

[Ivan · Rating 2 out of 5]

Though I thought there was a lot of interesting information in this book, overall, I thought it was very vague.

[Laura · Rating 5 out of 5]

Very informative book about what a PLC is and how you can work to build them in your school.