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DuFour, Richard – Educational Leadership, 2014
The first time the author was responsible for planning a districtwide professional development day, DuFour secured a funny speaker, provided plenty of doughnuts, and made sure everyone could return to their classrooms in the afternoon. "The day was considered a huge success," he notes. "There was absolutely no evidence that the day…
Descriptors: Communities of Practice, Cooperation, Teamwork, Faculty Development
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DuFour, Richard – Middle School Journal (J1), 2007
It should surprise no one that there are faculties throughout North America that refer to themselves as professional learning communities (PLCs) yet do none of the things that PLCs do. Conversely, there are faculties that could serve as model PLCs that may never reference the term. A school does not become a PLC by enrolling in a program, renaming…
Descriptors: Program Effectiveness, Educational Change, Faculty Development, Middle Schools
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DuFour, Richard; DuFour, Rebecca; Lopez, Damen; Muhammad, Anthony – Journal of Staff Development, 2006
Promises to staff usually evolve around issues of working conditions and individual autonomy, but a staff's collective commitments to students can serve as a powerful catalyst for improved professional practice. In this article, the authors present two schools--Penasquitos Elementary School in San Diego, California, and Levey Middle School in…
Descriptors: Personal Autonomy, Formative Evaluation, Teacher Administrator Relationship, Educational Improvement
DuFour, Richard – School Administrator, 2003
Details a strategy for district improvement that establishes discernible parameters and then provides each school with the autonomy to chart its own course and lists four steps toward team engagement. Also former Principal Rebecca Burnette DuFour discusses how the central office can best promote learning communities. (MLF)
Descriptors: Central Office Administrators, Cooperation, Educational Improvement, Elementary Secondary Education
Eaker, Robert; DuFour, Richard; Burnette, Rebecca – 2002
Simply changing the structure of a school will not produce fundamental changes. The culture, the belief system of a school, must also change. One promising strategy for substantive school improvement is developing the capacity of school personnel to function as a professional learning community (PLC). This guide provides a conceptual framework for…
Descriptors: Attitude Change, Cultural Context, Educational Change, Educational Improvement
DuFour, Richard; Guidice, Aida; Magee, Deborah; Martin, Patricia; Zivkovic, Barbara – 2002
This chapter discusses three emerging national trends that could serve as catalysts for fundamental change in student services programs. First is the concept of the learning organization, which offers a superior model for enhancing the effectiveness of institutions and the people within them. Second is the movement away from standardization and…
Descriptors: Change Agents, Counseling, Elementary Secondary Education, Individualized Programs
DuFour, Richard; Eaker, Robert – 1998
This book offers recommendations for those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts. References to and brief summaries of standards for curriculum, teacher preparation, school leadership,…
Descriptors: Educational Change, Educational Environment, Educational Improvement, Educational Innovation