Orlando, Florida • June 15–17soltreemrls3.s3-website-us-west-2.amazonaws.com/...One Is the Loneliest Number: Developing Leadership Capacity in Your School St. Andrews Richard DuFour

Agenda Orlando, Florida • June 15–17

Wednesday, June 156:30–8:00 a.m. Registration

Continental breakfastInternational Ballroom IIINational Ballroom Prefunction

8:00–9:45 a.m. Keynote—Rebecca DuFourThe Power of Professional Learning Communities at Work: Bringing the Big Ideas to Life

National Ballroom

9:45–10:15 a.m. Break10:15–11:45 a.m. Breakouts Titles and locations: pages 2–3

Descriptions: pages 7–1611:45 a.m.–12:45 p.m. Lunch (provided) National Ballroom Prefunction12:45–2:15 p.m. Breakouts Titles and locations: pages 2–3

Descriptions: pages 7–162:15–2:30 p.m. Break2:30–3:30 p.m. Panel discussion

A Q&A time with presenters. Receive practical answers to your most pressing questions.

National Ballroom

Thursday, June 167:00–8:00 a.m. Registration

Continental breakfastNational Ballroom Prefunction

8:00–9:30 a.m. Keynote—Richard DuFourImplementing the PLC Process: Will You Soar or Settle?

National Ballroom

9:30–10:00 a.m. Break10:00–11:30 a.m. Breakouts Titles and locations: pages 2–3

Descriptions: pages 7–1611:30 a.m.–12:30 p.m. Lunch (provided) National Ballroom Prefunction12:30–2:00 p.m. Breakouts Titles and locations: pages 2–3

Descriptions: pages 7–162:00–2:15 p.m. Break2:15–3:30 p.m. Team time

A collaboration time for your team. Presenters are available for help in team discussions.

National Ballroom

Friday, June 177:00–8:00 a.m. Continental breakfast National Ballroom Prefunction8:00–9:30 a.m. Breakouts Titles and locations: pages 2–3

Descriptions: pages 7–169:30–9:45 a.m. Break9:45–11:45 a.m. Keynote—Anthony Muhammad

No More Drama: Getting Everyone on the Bus and Becoming A Real PLC

National Ballroom

Agenda is subject to change without prior notice.

Agenda

© Solution Tree 2011solution-tree.com 1

Breakouts at a Glance

Presenter and TitleWednesday, June 15 Thursday, June 16 Friday,

June 17

10:15–11:45 a.m. 12:45–2:15 p.m. 10:00–11:30 a.m. 12:30–2:00 p.m. 8:00–9:30 a.m.

Rebecca & Richard DuFour

Building the Collaborative Culture of a Professional Learning Community at Work, Part 1

National Ballroom

B–CBuilding the Collaborative Culture of a Professional Learning Community at Work, Part 2

National Ballroom

B–C

Rebecca DuFour

Raising the Bar and Closing the Gap: Whatever It Takes in Elementary Schools

National Ballroom

B–CWe Need More Time! Elementary Schedules That Support the PLC Process St. Andrews

One Is the Loneliest Number: Developing Leadership Capacity in Your School St. Andrews

Richard DuFour

Raising the Bar and Closing the Gap: Whatever It Takes in Secondary Schools

National Ballroom A

Getting Started: Building Consensus and Responding to Resisters

National Ballroom

B–C

Assessing Progress on the PLC Journey Royal Melbourne

Cassandra Erkens

Promising Practices of Common Assessments

National Ballroom A Royal Dublin

Navigating Conflict and Feeling Good About It

ChampionsGate

National Ballroom A

Making Homework Count Royal Dublin

William M. Ferriter

Plug Us In: Using Digital Tools to Facilitate the Work of PLCs Royal Dublin Congressional

Small Schools and Singletons: Structuring Meaningful Professional Learning Teams for Every Teacher

Royal Dublin ChampionsGate

We’re Meeting. Now What? A Look Inside a Learning Team

National Ballroom D

© Solution Tree 2011solution-tree.com2

Agenda

Agenda

Breakouts at a Glance

Presenter and TitleWednesday, June 15 Thursday, June 16 Friday,

June 17

10:15–11:45 a.m. 12:45–2:15 p.m. 10:00–11:30 a.m. 12:30–2:00 p.m. 8:00–9:30 a.m.

William B. Hall

Districtwide Implementation of PLCs: Top Down, Bottom Up, or Somewhere in the Middle?

Oakmont

Susan Huff

Focused Collaboration Improves Teaching and Learning

Royal Melbourne

Royal Melbourne

Collaborative Data Analysis Royal Melbourne

Champions Gate

School Culture of Continuous Improvement Royal Melbourne

Dennis King

Creating an Effective Intervention Model Champions Gate

Champions Gate

Effective Practice Versus Popular Practice Interventions

National Ballroom A

National Ballroom A

Closing the Knowing–Doing Gap in a PLCNational Ballroom

B–C

Anthony Muhammad

The Courage to Lead: Moving People Out of Their Comfort Zones

National Ballroom D

Elephants in the Room: Confronting Barriers to Collaboration

National Ballroom D

Building a High-Performing Middle School PLC, Part 1

National Ballroom D

Building a High-Performing Middle School PLC, Part 2

National Ballroom D

Mark Weichel

Creating PLC Tools With Teams Congressional

Turning on a Dime at the Secondary Level Congressional Royal Dublin

Lowering High School Failure Rates— PLC Style Congressional

Agenda is subject to change without prior notice.


Omni Orlando ResortC O N F E R E N C E S P E C I F I C A T I O N S

International Ballroom

I II III

National Ballroom

WomenMen

A

B

C

D

BallroomCommons

International Ballroom Prefunction

National Ballroom

Prefunction

Lower Level Ballroom

4

Omni Orlando ResortC O N F E R E N C E S P E C I F I C A T I O N S

Men Women

St. Andrews

A B

WentworthGlen EaglesBoardroom

Golf CourseCommons

A

B

A

B

Lower Level

Riviera

LegendsExecutive

Boardroom

Oakmont

A B

Congressional

Olympic

Colonial

Augusta

A

B

A

B

A

B

A

B

MenWomen

ChampionsGate

Terr

ace

Pref

unct

ion

Are

a

Lobby Level

5

Rebecca & Richard DuFour Building the Collaborative Culture of a Professional Learning Community, Parts 1 and 2

Powerful collaborative teams are the fundamental building blocks of a professional learning community and a critical component in building a collaborative culture.

Learn how educators transform their congenial groups into high-performing collaborative teams, and get a sense of the specific work undertaken by those teams. Discover ways to provide time and support for collaborative teams during the school day. More importantly, identify structures and strategies to help teams stay focused on doing the work that has a positive impact on student achievement.

This two-part continuing session is designed for educators at all levels and is highly recommended for all participants who are new to PLC concepts.

Rebecca DuFour

The Power of Professional Learning Communities at Work: Bringing the Big Ideas to LifeThe professional learning community concept is supported by research and endorsed by educational organizations at all levels as our best hope for sustained, substantive improvement. But what are the Big Ideas that drive the professional learning community concept, and what do they look like in the real world of education?

Rebecca DuFour offers practical strategies for bringing the Big Ideas to life. Participants engage in the actual work of collaborative teams in a PLC and travel on virtual field trips to schools and districts that use these ideas to profoundly impact student and adult learning.

Raising the Bar and Closing the Gap: Whatever It Takes in Elementary SchoolsSchools that function as PLCs must ultimately do two things: 1) build a collaborative culture to promote continuous adult learning, and 2) create structures and systems that provide students with additional time and support for learning.

Participants in this session examine strategies to collectively: • Respondtothelearningneedsofeachstudentinatimely,directive,andsystematicway.• Createandsustainstrongparentpartnershipstoenhancestudentlearning.• Makecelebrationsapartoftheschoolculture.

After examining different models of systematic intervention and enrichment, participants receive criteria to assess their own schools’ responses and an action-planning template for next steps in raising the bar and closing the gap.

This session is recommended for elementary school educators.

Session Descriptions

= Keynote

SessionD

escriptions


Rebecca DuFour We Need More Time! Elementary Schedules That Support the PLC Process

Schools on the PLC journey always face one particular challenge: how to provide time and structures that support both student and adult learning.

This interactive workshop is designed to help elementary educators meet that challenge. It provides participants with tools, questions, and templates to 1) identify the existing resources in their schools, and 2) develop strategies for reallocating those resources to better support high levels of learning.

Bring a copy of your existing schedule and an open, creative mind as Rebecca DuFour challenges you to consider schedules and structures that provide large blocks of time for new direct instruction, team collaboration, and systems of intervention and enrichment—all within the existing resources of your school.

This session is recommended for elementary educators who have an interest in and/or responsibility for creating schoolwide and team schedules.

One Is the Loneliest Number: Developing Leadership Capacity in Your SchoolBoth educational researchers and organizational theorists have concluded that widespread leadership is essential to the success of a learning organization. To initiate and sustain the PLC process in your school or district, lots of leaders are necessary.

In this highly interactive session, participants examine a case study, identify specific strategies to develop and support leaders, and create the structures for widely dispersed leadership that is characteristic of PLCs.

Richard DuFour

Implementing the PLC Process: Will You Soar or Settle?In monitoring the impact of the PLC process, recent studies found that partial implementation of the process produced no gains in student achievement. However, when those same schools fully engaged in the process, dramatic gains occurred.

The PLC journey is filled with dangerous detours and seductive shortcuts every step of the way. Inevitably, detours and shortcuts are attempts to circumvent actually doing what PLCs are meant to do. The result is settling for pseudo PLCs.

In this session, Richard DuFour alerts educators to inevitable implementation challenges, and he provides a process for overcoming them.


= Keynote © Solution Tree 2011solution-tree.com8

Richard DuFour Raising the Bar and Closing the Gap: Whatever It Takes in Secondary Schools

The mission statement of most schools asserts all students can and should learn. The nagging question that confronts those schools, however, is “what happens when they don’t learn?”

This session uses the powerful video Through New Eyes: Examining the Culture of Your School to help you see school from a new perspective—the perspective of a student. Participants then contrast the traditional school response when students experience initial difficulty in their learning with the systematic response of a professional learning community.

This session calls on participants to:• Assessthecurrentmannerinwhichtheirschoolsrespondwhenstudentsdonotlearn.• Examinedifferentmodelsthatcreateatimely,directive,andsystematicresponseto

students who are not learning.

This session is recommended for middle and high school educators.

Getting Started: Building Consensus and Responding to ResistersThe most significant barrier to building a school culture focused on continuous improvement is the tradition of privatization of practice, isolation, and individual autonomy that has characterized teaching. How can a faculty build consensus for significant change? What are the most effective ways of addressing the concerns of those who resist even when the staff has decided to move forward?

As a result of this session, participants can:• Defineconsensus.• Applythemosteffectivestrategiesforbuildingconsensus.• Utilizesevenresearch-basedstrategiesforaddressingresistance.

Assessing Progress on the PLC JourneyThis session is designed for educators who have implemented the PLC concept in their schools or districts and are looking for strategies to assess their progress. It is not intended for those who are new to the PLC journey.

Participants in this highly interactive workshop examine data, team artifacts, and survey results from a sample school. They also identify questions to probe more deeply into the school’s practices. Participants suggest areas of commendation as well as recommendations to help the school move forward. Finally, participants debrief on the process and discuss ways to apply it to their own schools.


= Keynote

SessionD

escriptions


Cassandra Erkens Promising Practices of Common Assessments

The idea of employing common assessments can be scary. Done well, however, amazing things begin to happen for students and teachers alike. When teachers engage in the process, they can collectively offer laser-like instruction, inform assessment literacy, and create differentiated and instructionally sensitive responses to support all learners. This session offers an overview of the process, protocols, and tools to help with the design, delivery, and data that result from common assessments.

As a result of this session, participants can:• Identifystrategiesandtoolstosupportaccurateassessmentdesign.• Examinepracticesandimplicationstoeffectivelyuseassessmentresults.

Navigating Conflict and Feeling Good About ItMany educators avoid addressing conflict because it feels so awful; the fear of long-term negative residual effects can be paralyzing. One’s willingness and ability to address conflict directly and safely make all the difference in the individual’s overall impact and rapport with staff. While the challenge of navigating conflict is nerve-wracking at the outset, there are specific ways educators can address conflict to elicit respect, improve rapport, and enable progress. This session helps attendees identify complexities of navigating conflicts, while exploring strategies, skills, and guidelines to address conflict safely and directly.

This session calls on participants to:• Identifythevalueofconflictandthecomplexitiesofnavigatingit.• Explorethestrategies,skills,andguidelinesindividualsmustusetoaddressconflictsafely

and directly.

Making Homework CountWe use homework for three primary purposes: practice, preparation, and extension of classroom learning. According to some research, homework is one of the most powerful instructional strategies we can employ to impact student achievement; yet other research indicates that there is little to no correlation between our use of homework and current achievement results. How might we leverage homework to increase student productivity and achievement results? This session explores the necessary considerations for designing and using homework as a formative assessment tool that positively impacts student learning.

Participants in this session can expect to:• Alignintentofhomeworkwithpromisingpracticesinhomeworkdesignanduse.• Identifyformativeassessmenttoolsandprocessestosupporttheuseofhomeworkasan

opportunity for “safe” practice. • Exploreinstructionallysensitiveresponsestodata.



William M. Ferriter Plug Us In: Using Digital Tools to Facilitate the Work of PLCs

For professional learning teams, the costs of collaboration can be quite high. Sharing information, creating new lessons together, and communicating with colleagues—both within and beyond their schools and districts—can take a lot of additional time that teachers just don’t have. As a result, many teachers begin to question the benefits of PLCs. In this session, William Ferriter introduces participants to a range of free digital tools that 21st century learning teams are using to make their collective learning more efficient and rewarding.

As a result of this session, participants can learn how to:• Usedigitaltoolstodiscussinstruction,organizehelpfulweblinks,developjointlesson

plans, and create warehouses of important documents.• BenefitfrominstantmessagingservicessuchasTwittertoplugintoanetworkofdigital

learners beyond the school.• Identifydigitaltoolsthataremostappropriateforsupportingtheworkoftheirlearning

teams.

Small Schools and Singletons: Structuring Meaningful Professional Learning Teams for Every TeacherThe PLC concept resonates with most educators, but making collaborative learning work in small schools or for singleton teachers can be challenging. In this session, participants explore three different models for creating meaningful professional learning teams for teachers in small schools and singletons:

1. Creating vertical teams that study skills across content areas2. Designing class loads that allow teachers to teach the same subjects3. Using electronic tools to pair teachers with peers working in the same subject area

William Ferriter also discusses:• HowbuildingleadersanddistrictleaderscanfacilitateandsupportPLCs• Commonstructuralbarriersthatpreventsingletonsfromworkingoncollaborativeteams• Threepotentialmodelsforcreatingmeaningfulprofessionallearningteamsforteachers• DevelopinganactionplanforincorporatingsingletonsintothePLCprocess• KeyprinciplesforhelpingadministratorsestablishPLCs

We’re Meeting. Now What? A Look Inside a Learning TeamFor many teachers, professional learning team meetings can be nothing short of overwhelming. Not used to making collective decisions, teams struggle to organize their work collaboratively and may begin to question the benefits of their schools’ decisions to restructure as professional learning communities. In this session, attendees explore the kinds of actions learning teams take to make their meetings successful.

Participants in this session can expect to:• Discusstherolethatclearnormsandexpectationsforbehaviorplayinthesuccessfulwork

of a learning team.• Exploretoolsdesignedtomonitortheworkoflearningteamsovertime.• Learnaboutthekindsoftasksthatlearningteamscantackletogether.


= Keynote

SessionD

escriptions


William B. Hall Districtwide Implementation of PLCs: Top Down, Bottom Up, or Somewhere in the Middle?

Whose responsibility is it to lead the successful implementation of PLCs? Does the responsibility rest solely with district personnel? Does it rest with teacher leaders and school-based administrators?

In this interactive session, Bill Hall helps attendees explore roles and responsibilities for successful PLC implementation at all levels in the organization. When these roles and responsibilities are clearly understood, district-level and school-based stakeholders are more willing and able to contribute support and resources toward creating a PLC culture.

This session helps participants:• Understandtherolesandresponsibilitiesofdistrict-levelleadersandschool-basedleaders

to ensure effective implementation of PLC concepts.• IdentifythebarrierstoeffectiveimplementationofPLCs.• LearnstrategiesandtoolsthatcanfacilitatethesuccessfulimplementationofPLCs

districtwide.

Susan Huff Focused Collaboration Improves Teaching and Learning

Collaborative teams of teachers are the heart of professional learning communities. When managed properly, teams are more effective than individuals in solving problems, improving practice, and increasing student learning. Common curricula and team-created common formative assessments guide the work of collaborative teams.

In this session, Dr. Huff explores collaborative work that builds collective responsibility and accountability for student learning. Team learning leads directly to improved teaching. Finally, student and adult learning improve as teachers are better able to meet student needs.

Participants in this session can expect to learn:• Howcommoncurriculaandcommonassessmentssupporttheworkofcollaborative

teams• Whatcollaborationis,whyit’simportant,andhowtodoit• WhateffectivecollaborationinaPLClookslike

Collaborative Data AnalysisAbracadabra! Change data from mere numbers to useful information through collaborative data analysis. Professional learning communities use data to guide continuous improvements that are results-oriented. Teams that teach the same content or grade level can work together, generating useful information from data to improve teaching and learning. Data help teachers check their reality and measure progress toward reaching high standards. In this session, attendees learn how to collaboratively analyze data and use that information to make key decisions.

This session helps participants:• Understandwhatcollaborativedataanalysisis,whyit’simportant,andhowtodoit.• Learnaprocessofcollaborativelyanalyzingdatatogenerateusefulinformation.• Applyaprocessofcollaborativedataanalysistomakeinstructionaldecisions.



Susan Huff School Culture of Continuous Improvement

The culture in a professional learning community is distinctive; it is a culture of continuous improvement in teaching and learning—a culture that is vibrant and healthy, not sterile or toxic. The social aspects of a school’s culture are equally important to the structural conditions in shaping that culture. In this session, participants learn first how to assess school culture and then how to begin the process of shaping and transforming that culture to one of continuous improvement.

Objectives of this session include learning how to assess school culture and how to shape and transform that culture into continuous improvement in teaching and learning.

Dennis King Creating an Effective Intervention Model

Creating an effective intervention model is a challenge all schools face in meeting the needs of students who have already learned the essential outcomes and students who struggle. This session allows participants to use the PLC foundation—a focus on learning, collaboration, and results—to develop an effective intervention model.

Participants in this session:• Hearcompellingreasonsforimplementingandsustaininganeffectiveinterventionmodel

that helps schools focus on learning • Collaborativelycreateanassessmentmaptoaidteamsinprogressmonitoringand

intervention development.• ReflectonanddevelopanactionplanusingthethreebigideasofaPLC.

Effective Practice Versus Popular Practice InterventionsCreating an effective intervention model to meet the needs of all students is the desired outcome for all schools. This session uses the work of Austin G. Buffum, Mike Mattos, and Chris Weber and their book Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn to explore CPR (creating powerful responses) in popular practices versus effective intervention practices.

In addition to identifying effective practices versus popular practices for interventions, participants explore the development of three intervention models that support effective practices.

Closing the Knowing–Doing Gap in a PLCAs we close the knowing–doing gap in our schools, it is imperative to differentiate between what we believe and what we do. Participants in this session utilize a continuum based on the six characteristics of a PLC to assess both and discuss common problems associated with closing the knowing–doing gap.

As a result of this session, participants can:• DevelopaclearunderstandingofwhatwebelieveandwhatwedointhePLCprocess.• CreateajourneymaptosupportPLCimplementationwithinourschoolsordistricts.• Usethejourneymaptoclosetheknowing–doinggap.


= Keynote © Solution Tree 2011solution-tree.com 13

Anthony Muhammad

No More Drama: Getting Everyone on the Bus and Becoming a Real PLCThis presentation deals head on with the issue of conflicting agendas within schools. A PLC has a clear vision of its purpose: learning for all students. Anthony Muhammad examines the barriers to aligning the adults’ agendas with the school agenda and what leaders and teachers must do to develop the synergy necessary to guarantee learning.

Dr. Muhammad discusses the importance of:• Understandingtherootcauseofsocialdivisionandhowtohealoldwounds• Clarifyingeveryone’sroleindevelopingahealthylearningenvironment• Embracingthemoralimperativeofteachingoverpersonalagendas

The Courage to Lead: Moving People Out of Their Comfort ZonesThis session addresses the importance of ethical leadership. Dr. Muhammad leads an examination of why it’s imperative to put kids first and shows strategies that deliver that message and get favorable results. Participants look at four important areas of leading: creating purpose, capacity building, collaboration, and accountability, and leave with an abundance of theoretical frameworks and practical strategies to improve leadership effectiveness.

Participants in this session learn:• Strategiesforconsensusbuilding• Methodsforstrategicplanningandvisiondevelopment• Howtodevelopeffectivesystemsofjob-embeddedprofessionaldevelopment

Elephants in the Room: Confronting Barriers to CollaborationMany educators are placed into teams but never make progress because of personal and professional drama that prevents them from focusing on students’ needs. A house divided cannot stand.

Participants in this session examine psychological and sociological barriers that interfere with a school’s or team’s ability to move forward. As a result of these examinations, participants:

• Gainaclearunderstandingofwhatittakestocreateahighlycollaborativeculture.• Recognizethebarrierstoeffectivecollaboration.• Strategizehowtopreventandovercomebarrierstoeffectivecollaboration.• Leavewithpracticaltoolstoimmediatelyaddressissuesthatpreventprogress.



Anthony Muhammad Building a High-Performing Middle School PLC, Parts 1 and 2 Part 1

This session focuses on bringing to life the three big ideas of a PLC in a middle school. Heavy emphasis is placed on developing both a focus on learning and a collaborative culture.

Participants leave this session with a powerful understanding of what it takes to transform any middle school into a high-performing PLC. The many practical strategies Dr. Muhammad shares can be immediately applied by participants upon returning to their schools.

Learning outcomes include:• Establishingaclearanduniversalfocusonstudentlearning• Developinglearningsystemsforstudentsandeducators• Establishingandguidingthedevelopmentofhigh-poweredcollaborativeteams

Part 2The aim of this session is to bring the three big ideas of a PLC to life in a middle school, as Dr. Muhammad discusses the development of powerful assessment systems and effective academic interventions for adolescents. Participants gain a rich understanding of what it takes to transform any middle school into a high-performing PLC and leave with practical strategies that can be immediately implemented in their schools.

This session calls on participants to:• Practicedevelopingessentialstandardsandstudentoutcomes.• Learntheprocessofcreatingusefulandvalidcommonassessments.• Methodicallycreateaneffectiveacademicinterventionsystemthatmeetstheindividual

needs of students.


= Keynote © Solution Tree 2011solution-tree.com 15

Mark Weichel Creating PLC Tools With Teams

PLC teams need to have a number of tools at their disposal to improve instruction. Participants in this session role play to develop essential learnings and learning plans, take a fast-forward look at common assessments, and engage in conversations that focus on student results from assessment data.

Participants also take away useful materials to enable them to develop their own tools for use at their schools or districts.

Turning on a Dime at the Secondary LevelThere are no disposable kids. In this session, participants learn how high schools can be responsive and go into action when students are not learning at expected levels. By providing templates of a successful PLC school, Dr. Weichel inspires participants to investigate strategies for turning on a dime when students are underperforming. He suffuses an interactive discussion with video, role playing, and collegial sharing.

Participants can expect to explore the following topics:• Howschoolsandteachershandlefailingstudentsorstudentswhodon’tcompletetheir

work• Featuresofastronginterventionsystem• Detailsofaspecificsuccessfulhighschoolinterventionsystem• Theprocessnecessarytodevelopaninterventionsystematthesecondarylevel

Lowering High School Failure Rates—PLC StyleAs educational leaders, we are directed to make changes to how schools respond to underperforming student who receive the dreaded F. Instead of playing the blame game—in which teachers blame students, students blame teachers, and parents blame teachers and/or students—we need to find a win-win solution for all stakeholders.

This new challenge poses the question: How should an administrator respond when classroom data indicate a large number of students are failing? The real way to lower failure rates is to get more students to earn passing grades by following the tenets of a PLC.

Participants in this session address:• Whyschoolscan’tallowstudentstoself-selectthemselvesforfailure• Howschoolscanfocusonlearning,results,andcollaborationtoimprovefailurerates


= Keynote

Richard DuFour and Robert J. Marzano

For many years, Dr. DuFour and Dr. Marzano have been fellow travelers on the journey to help educators improve their schools. Their � rst coauthored book focuses on district leadership, principal leadership, and team leadership, and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms.

Books are just the beginning . . .

Richard DuFour, EdD, was a public school educator for 34 years, serving as a teacher, principal, and superintendent. He served as the principal of Adlai E. Stevenson High School in Lincolnshire, Illinois, from 1983 to 1991 and as superintendent of the district from 1991 to 2002. During his tenure, Stevenson became what the United States Department of Education has described as “the most recognized and celebrated school in America.”

Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Englewood, Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention.

NEW!

800.733.6786 solution-tree.com

2011_BindAd_LeadLearnBook.indd 1 4/21/11 8:38 AM

© Solution Tree 2011solution-tree.com16

Documents

Orlando, Florida • June 15–17soltreemrls3.s3-website-us-west-2.amazonaws.com/...One Is the Loneliest Number: Developing Leadership Capacity in Your School St. Andrews Richard DuFour