Nancy Fichtman Dana & Diane Yendol-Hoppey 
The PLC Book 

The secret to your PLC’s success? You.

Commitment to improving student outcomes is a natural part of being a teacher. So when you bring your experience, skills, and questions to a professional learning community, you help shape the future of the team—and that makes all the difference for your students.

Unlike other PLC resources, this book isn’t just for leaders—it’s designed to help every member of the team be a driving force for success. With it, you’ll work together to

• Give voice to important issues and dilemmas


• Decide where to focus your work


• Develop and implement a plan for gaining insight into your area of focus


• Take action based on individual and collective learning


• Share results with others outside the PLC

Successful PLCs buzz with a collaborative energy that comes from the engagement of teachers. With this guide, you’ll make the most of your contributions.

‘The PLC Book
 is an essential resource for all principals and teachers who wish to create a powerful culture of adult and student learning in their schools. . . . A must-read for all who are currently engaging in or wish to begin Professional Learning Communities in their schools.’

– Todd Whitaker, Professor

Indiana State University




 ’The PLC Book
 is destined to be an essential text in the fields of teacher education, teacher professional development, school administration and a handbook for teachers and others engaged in the pursuit of systemic educational change.’

– Frances Rust, Senior Fellow & Director of Teacher Education Program

University of Pennsylvania 

Table of Content

Foreword

Acknowledgements

About the Authors

1. PLC Defined

What Is A PLC?

Do PLCs Really Work?

How Do PLCs Work?

Why Is This Book Called The PLC Book?

2. Getting Started

What Getting Started Is and Why It’s Important

How to Get Started

What Does Getting Started Look Like?

Questions For Discussion

3. Establishing A PLC’s Direction

What Establishing A PLC Direction Is and Why It’s Important

How To Establish A Direction For Your PLC

What Does Establishing A Direction For Your PLC Look Like?

Questions For Discussion

4. Developing A PLC Action Learning Plan

What A PLC Action Learning Plan Is and Why It’s Important

How To Develop A PLC Action Learning Plan

What Might Developing An Action Learning Plan Look Like?

Questions For Discussion

5. Analyzing Data In Your PLC

What Data Analysis Is and Why It’s Important

How To Analyze Data

What Might Analyzing Data Look Like?

Questions for Discussion

6. Making PLC Learning Public

What Making PLC Learning Public Is and Why It’s Important

How to Make PLC Learning Public

What Might Sharing the Work of Your PLC Look Like?

Questions for Discussion

7. Essential Elements of Healthy PLCs

Establish a Vision

Build Trust

Understand and Embrace Collaboration

Encourage, Recognize and Appreciate Diversity Within the Group

Promote the Development of Critical Friends

Pay Attention to the Work “In-Between”

Hold the Group Accountable for and Document Their Learning

Have a Comprehensive View of What Constitutes Data

Understand Change and Acknowledge The Discomfort It May Bring

Work With Building Administrators

References

About the author

Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a Ph D in curriculum and instruction from The Pennsylvania State University. Diane’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.