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Salem Middle School was founded on the principles outlined in Richard DuFour and Robert Eaker's book, Professional Learning Communities at Work. DuFour emphasizes that student achievement is a direct result of shared vision and collective responsibility. Collaboration and commitment between parents, teachers and students is a must.
This page contains links to professional articles related to DuFour's work and to collaboration in schools. Check it out regularly as new links will be added on a regular basis. (The first two links are complete chapters of DuFour and Eaker's book that are available online.)
Chapter 2: A New Model: The Professional Learning Community
Reprinted, with permission, from National Educational Service, all rights reserved.
This chapter describes the traditional model of schooling and how that model must change, as all working organizations are changing, to emphasize organizational and team learning.
Chapter 6: Sustaining the School Improvement Process
Reprinted, with permission, from National Educational Service, all rights reserved.
Communication and collaboration are keys to sustaining a major change such as a transformation of a school to a learning community. Changes are fragile until they become ingrained and part of the school culture.
Guide to Collaborative Cultures and Shared Leadership
This study, put out by Turning Points (a group committed to middle school reform), outlines the kinds of things that schools can do to create collaborative cultures. With sections on shared leadership and effective teaming, this article is an interesting look into what Salem has the potential to be!
Guide to the Young Adolescent Learner
This study, also put out by Turning Points, details the true nature of the young adolescent learner and offers suggestions and guidance on teaching strategies that are appropriate for this unique group. Covering topics from service learning and curriculum alignment to differentiation and multiple intelligences, this tool is an invaluable resource for middle grades educators.
Taking on Loneliness
This article, written by Richard DuFour for The Journal of Staff Development examines the issue of teacher isolationism. DuFour contends that the traditional structure and culture of teacher isolation stands in sharp contrast to the collective inquiry, reflective dialogue, and collaborative culture of the professional learning community.
Team Learning
This article, written by Joan Richardson for the National Staff Development Council examines what quality team teaching and learning looks like, as well as discusses the benefits of teaming for teachers and for students. You may be surprised to see what teaming is supposed to look like!
What Does Collaboration Look Like:
This article, written by Richard DuFour for the National Staff Development Council, discusses what teachers and school leaders have typically thought of collaboration and compares this perception to what DuFour says collaboration can become with the dedication of all members of the school house.
If We Call Ourselves Professionals:
This article, also written by Richard DuFour for the National Staff Development Council, examines the importance of teachers and school leaders to constantly strive for an understanding of best practices in education. We simply can't be satisfied with the status quo. Student achievement requires a collective commitment to constant examination of what works for our population.
Deciding to Teach Them All:
This article, written by Carol Ann Tomlinson for Educational Leadership, examines the issue of differentiation in the American classroom. Tomlinson contends that we have failed at times to make a true commitment to reaching every child, instead settling for reaching the majority of our students and overlooking those who we believe are unreachable. Tomlinson takes you through the efforts of teachers who have decided to, "Teach them all."
Are We Working Like Blind Squirrels:
In the old parable about blind squirrels finding acorns, the main character wanders randomly in one direction after another foraging for food. Eventually, through hard work and determination, his efforts pay off...but only after time consuming efforts! In this article from School Administrator Online, Superintendant Thomas Many of Buffalo Grove, IL discusses how implementing Professional Learning Communities styled after Richard DuFour and Robert Eaker's propsals helped his district to focus and expediate school improvement efforts with dramatic results.
You Have to Want to Do This Job:
In this article, written for the National Staff Development Council, Gayle Moller of Western Carolina University interviews thirteen teachers on the topic of teacher leadership. Educators share comments on topics ranging from leading by example to understanding and helping to shape the "bigger picture." A quick read, this article is an interesting look into the minds of teacher leaders.
What is Action Research
Action Research holds the potential to empower teachers. A process of reflection on practice, teacher researchers examine classroom strategies carefully with the intent of discovering those strategies that best help students to succeed. This chapter from Richard Sagor's Book, Guiding School Improvement through Action Research, outlines the process for those just discovering Action Research!
The Teacher Leaders Network
The Teacher Leaders Network, founded by the Southeast Center for Teaching Quality, connects and supports educators who agree that the nation's teachers are a "splendid resource for leadership and reform." This website serves as a "big tent" - a virtual gathering place for everyone who wants to join in advancing teacher leadership in the classroom, the school, and the larger community.
Multiple Mirrors: Reflections on the Creation of Professional Learning Communities
The creation of a shared vision of success is a key component of school reform. Leaders must work to involve all stakeholders, including teachers and community members, in the development of this shared vision. Creating schools that function as professional learning communities is one way that leaders can create this shared vision. This tool, created by SEDL, shares seven "stories" related to the creation of professional learning communities in schools across the Southwest. Included are stories from administrators and teacher leaders that help readers to understand through real world examples the process of creating a professional learning community. With Salem Middle School being built around the principles of a professional learning community, this site will be informative and beneficial for all parents and teachers to explore.
Waiting for Others to Fix Our Problems
It is reasonable and right for educators to convey to the public the urgency of situations they confront and the pressing need for more resources, says school change expert Rick DuFour in his "Leading Edge" column (Journal of Staff Development, Summer 2004). But ultimately educators must choose between two school improvement strategies. DuFour calls the first strategy the "if only" approach, which bases hopes for school improvement on others: "if only the parents were more supportive, if only the students were better prepared and more motivated." The other strategy, DuFour explains, "is to focus on the conditions that lie within our sphere of influence. This can-do strategy shifts the focus inward as we begin to ask, 'What can we do to monitor each student's learning on a timely basis, to respond with more time and support when a student struggles, to create time within the school day to work collaboratively?' Schools that resort to the 'if only"' strategy spend their time looking out the window for the solutions to their problems. Schools that commit to the can-do strategy spend their time looking in the mirror."
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