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How to form a vibrant PLC that truly makes a difference for students

If you are looking for an organic approach to purpose-driven professional learning, this is the book for you. Award-winning educator Lois Brown Easton’s latest work provides a compelling case study in narrative form, a chronological PLC planning outline, and first-hand “lessons learned” about how PLCs develop, mature, and sustain themselves. You will not receive a PLC “prescription,” but you will find inspiration, wisdom, discussion questions, and a companion CD with:

• Professional learning designs for varied PLC contexts
• Helpful forms, templates, and rubrics
• Protocols for collecting, analyzing, and applying data

• Sales Rank: #406870 in Books
• Brand: Corwin
• Published on: 2011-07-14
• Original language: English
• Number of items: 1
• Dimensions: .80" h x 8.40" w x 10.90" l, 1.80 pounds
• Binding: Paperback
• 304 pages

Features

• Professional learning designs for varied PLC contexts
• Helpful forms, templates and rubrics
• Protocols for collecting, analyzing and applying dataThe text emphasizes that the central word in
• Title - Professional Learning Communities by Design
• Sub Title - Putting the Learning Back Into PLCs

Review

"Professional Learning Communities by Design is very user-friendly and clearly identifies the rationale, implementation, and ongoing processes for PLCs. The relevancy and practical guidelines will be appreciated by all practitioners. The link to Learning Forward is very evident and practitioners will appreciate the connections made."

(Terri Patterson, Executive Director of Elementary Education and Professional Development 2011-03-24)

"This book provides the practitioner with a step-by-step guide for establishing and benefitting from professional learning communities. The author has provided an extensive literature review and an excellent array of tools that can equip initial PLCs with an advanced starting point towards enhancing student learning." (R. Daniel Cunningham Jr., Executive Director 2011-03-24)

"This book thoughtfully outlines a long-term journey toward developing true Professional Learning Communities. The refreshing approach personalizes the PLC process, and the charts and other information it provides are gold mines." (Claudia J. Thompson, Executive Director of Curriculum and Professional Development 2011-03-24)

"This book outlines an excellent PLC model over a year, including how a school can begin and develop an implementation process for an effective and productive PLC that engages most of the faculty. The process involves input from students, parents, and community. The book includes many useful tools, handouts, and examples on the essential components, considerations, and pitfalls to anticipate during the PLC process."

,

(Nancy Kellogg, Education Consultant 2011-03-24)

"The book approaches a topic that many people believe they already understand in a way that will correct misconceptions and build understanding smoothly. Demonstrating the building process chronologically and providing supporting protocols throughout links practical application with tools that can be utilized immediately." (Linda C. Diaz, Director of Title I and Professional Development 2011-03-24)

About the Author
Lois Brown Easton works as a consultant, coach, and author. She is particularly interested in learning designs for adults and for students. She recently retired as director of professional development at Eagle Rock School and Professional Development Center, Estes Park, Colorado. A project of the American Honda Education Corporation, Eagle Rock School is a year-round, tuition-free, residential high school for students who have not experienced success in traditional academic settings. The school provides educators who visit the Professional Development Center with experiences in innovative education.

As director, Easton designed and administered the professional development program for preservice and student teachers; practicing teachers and administrators; university and college students, both graduate and undergraduate; and researchers. She designed and administered an internship program for twelve young educators each year and an alternative licensure program accredited by the Colorado Department of Education.

Easton was director of Re:Learning Systems at the Education Commission of the States (ECS) from 1992 to 1994. Re:Learning was a partnership between the Coalition of Essential Schools (CES) at Brown University in Providence, Rhode Island, and ECS. The Coalition focuses on school-level restructuring based on the research on American high schools that Dr. Ted Sizer and others performed in the 1980s. ECS, an interstate compact that works with state policy makers to improve the quality of education throughout the country, partnered with CES in Re:Learning to orient reform efforts from “schoolhouse to statehouse” and to effect reform systemwide. Easton was director of the systemic side of the reform.

Prior to that, Easton served in the Arizona Department of Education as English/Language Arts Coordinator, establishing the role in the School Improvement Unit and directing the development of the Language Arts Essential Skills, the state’s first standards-based curriculum framework. She became Director of Curriculum and Instruction, and then, as Director of Curriculum and Assessment Planning, designed and implemented the Arizona Student Assessment Program (ASAP), which focused on systemic reform on the basis of curriculum standards aligned with state performance assessments. A middle school English teacher for 15 years, Easton earned her PhD at the University of Arizona. Her dissertation was a policy analysis of the ASAP. She has held state and national offices, particularly in language arts organizations. She was President of the Arizona English Teachers Association and was elected to the Secondary Steering Committee of the National Council of Teachers of English. She was cochair of the 2001 Conference of the National Staff Development Council in Denver. Easton has been a frequent presenter at conferences and a contributor to educational journals. Her book The Other Side of Curriculum: Lessons From Learners was published in 2001. She is editor of and contributor to Powerful Designs for Professional Learning, which was published in 2004.

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4 of 4 people found the following review helpful.
Some good information
By MoTeach
I liked the idea that this was a book on professional learning communities that did not follow the DuFour format completely. There was credit given to DuFour but also to others who began putting together the concept. So, what I liked about the book is also what disappointed me about it. It had a lot of anecdotal stories in it, and I really was more interested in theoretical perspectives. Others might find this book a breath of fresh air from the prevalent DuFour model that has become far too programmatic and prescriptive. It is too bad that Kindle versions do not give you access to what is on the CD or that you could preview what is on the CD to determine which version you would like to purchase.

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Professional Learning Communities PDF
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@ PDF Download Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder, by Geoffrey (Geoff) T. Colvin, Martin R. Sheehan

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How to keep meltdowns from overheating your classroom

This book outlines practical steps for preventing and responding to the various phases of meltdown behavior in students with ASD. Based on Geoff Colvin’s best-selling book, Managing the Cycle of Acting Out Behavior in the Classroom, this practitioner-friendly guide provides special and general education teachers with his seven-phase positive behavior support model that includes interventions for each phase. Readers will also find:

• An overview of the nature of autism and meltdown phases
• Case studies with examples of behaviors and plans
• A chapter on parent communication
• Prevention techniques for the early stages of the cycle

• Sales Rank: #2108904 in Books
• Brand: Corwin
• Published on: 2012-05-23
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .70" w x 6.90" l, 1.05 pounds
• Binding: Paperback
• 240 pages

Features

• Title - Managing the Cycle of Meltdowns for Students With Autism Spectrum Disorder
• Authored - Geoff Colvin
• Primary Author - Behavior Associates
• Other Author - Martin R. Sheehan
• Binding - Paperback

Review
"This book provides educators and parents with current research-based strategies for helping to recognize the stages of meltdown in children with ASD and a model for systematic analysis and action. The strategies suggested are comprehensive and sensitive to the diversity of student needs." (Shannan McNair, Associate Professor 2011-12-22)

"This how-to book provides a good introduction to the meltdown cycle and strategies anyone can implement. I recommend it as a particularly good resource for administrators and others who have had limited experience with autism." (Wendy Dallman, Facilitator of New Teacher Mentoring Program 2011-12-22)

"This text meets a need for special educators who work with ASD students. The material is useful and easy to navigate. The appendices offered some very concrete examples that are helpful for implementation." (Mandy Ellis, Special Education Teacher and Learning Intervention Specialist 2011-12-22)

"The author clearly explains the process of meltdown prevention and includes tables, lists and charts that summarize important points in the text. These features help teachers encapsulate the information into manageable, memorable bites, and are helpful for analyzing real-life situations." (Carole S. Campbell, Early Childhood Consultant 2011-12-22)

“An indispensable resource for teachers working with students with ASD, this book is informative, useful, easy to follow, and loaded with wisdom on analyzing challenging meltdown behaviors, identifying triggers, and implementing effective interventions.” (Catalina Palfreman, Special Education Teacher 2012-01-25)

“As parents of a teenage boy with Autism, we highly recommend this book. Although our son has not had a true meltdown in many years, he still periodically displays the rest of the cycle. We learned from Geoff and Martin’s book that what we once regarded as problem behaviors are really very purposeful strategies for achieving his various goals. We wish we'd had this resource 15 years ago! However, we are now better equipped to manage his current needs.” (Greg and Shelley Backstrom, Parents of child with ASD 2012-01-25)

"This book is a key to keeping autistic meltdowns from taking over a classroom. Practical steps to recognizing, preventing and responding to common phases of meltdown behaviors with autism spectrum disorder students provides a guide that advocates positive behavior support and gives basic keys to achieving these goals." (Midwest Book Review, October 2012)

About the Author
Geoff Colvin draws on his experience as a classroom teacher and administrator, researcher at the University of Oregon, and national public school consultant. Recognized as a national expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, and has also directed a juvenile detention school and a program for seriously emotionally disturbed youth. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students with problem behavior.

Dr. Martin R. Sheehan, integrates a background in research psychology, Direct Instruction, special education, and media development. He is the owner of Double S Instructional Systems and has received federal funding for over 10 National Institutes of Health Small Business grant projects. He has served as the the Principal Investigator for projects on improving anger management for adults with disabilities, positive behavior supports for educators who work with challenging students, dangerous drug prevention, nutrition, weight loss and exercise, leisure, and future planning programs for individuals with DD.

For 12 years he worked as an administrator in charge of programs for high school students with moderate to severe developmental disabilities. At that time he developed and supervised classrooms for students with autism and other developmental disabilities who exhibited severe acting out behaviors.

He also has worked in the past as a therapist for a local counseling center and specialized in helping individuals with autism and other developmental disabilities and also with helping parents with their difficult children.

Dr. Sheehan continues to serve on numerous NIH Center for Scientific Review study groups, including the Biobehavioral and Social Science Review Group in the area of Risk, Prevention, and Health Behavior.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great book!
By Runner
I really liked how this book addressed the behaviors of ASD. As a therapist, I will refer to this book often.

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* Ebook Intercultural Communication: A Contextual Approach, by James W. Neuliep

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In this fully updated Fifth Edition of Intercultural Communication, author James W. Neuliep provides a clear contextual circular model for examining communication within cultural, micro-cultural, environmental, socio-relational, perceptual contexts, and verbal and nonverbal codes. The text begins with the broadest context; the cultural component of the model and progresses chapter by chapter through each component of the model. The later chapters then apply the model to the development and maintenance of intercultural relationships, the management of intercultural conflict, intercultural management, intercultural adaptation, culture shock, and intercultural competence.

• Sales Rank: #329776 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2011-09-30
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 7.30" w x 8.90" l, 1.35 pounds
• Binding: Paperback
• 488 pages

Features

• Used Book in Good Condition

Review
"Affordable and reader friendly...In today's multicultural world, it is important to keep in mind the context (setting) when communicating with people from different cultures. This text considers various communication contexts and emphasizes the proper skills needed to effectively communicate." (Deandre Poole)

It is an up-to-date presentation of the topic with very helpful student assessments as to where they fit in dealing with each issue. Objectives are clear for every chapter, thus enabling the students to identify what they should be able to know and do after completing each. One of the most helpful resources for faculty who travel and/or teach abroad in preparing them to communicate cross-culturally. (Robert Wright 2011-11-02)

About the Author
James W. Neuliep (Ph.D., University of Oklahoma) conducts research and teaches courses in intercultural communication, communication theory, communication apprehension, ethnocentrism, and research methods at St. Norbert College. In addition to his introductory intercultural communication textbook, he was also written an introductory communication theory textbook, and his research has appeared in many respected journals. He is the former editor of the Journal of Intercultural Communication Research and has served on the editorial boards of Communication Reports, Communication Research Reports, Communication Studies; International and Intercultural Communication, Journal of Communication; Journal of Applied Communication Research; Journal of Social Behavior and Personality; and Communication Quarterly.

Most helpful customer reviews

15 of 22 people found the following review helpful.
Boring...School book
By Art
This book was required for school. I read it through most of it and its very wordy and not much real content.

45 of 68 people found the following review helpful.
A Jesus stomping good time!
By Gigs
I was looking for a book about stomping on Jesus, man this one really fit the bill. Sure, there are other books about stomping on Jesus, but this is really the authority on the matter. I was a little disappointed that there wasn't more coverage of stomping on Buddha, considering that the title of this book is "Intercultural Communication" so it loses one star for that.

0 of 0 people found the following review helpful.
Seriously, the most ridiculous course I've ever taken in ...
By DB
Seriously, the most ridiculous course I've ever taken in my 4yrs in college. The book was ridiculous in read and nothing of importance.

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"There is plenty of sound advice for beginners, an update for individuals with more background, and pragmatic tools for everyone in the Needs Assessment process."
―Valerie Larsen, University of Virginia

This book shows how to analyze and combine qualitative and quantitative data. The authors also explain how to put results together to facilitate making empirically based needs decisions.

Although this book can be used in a stand-alone fashion, it is part of the Needs Assessment KIT―five interrelated and sequenced books that take the reader through the needs assessment process (ISBN: 978-0-7619-2595-8).

• Sales Rank: #1908385 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-11-17
• Original language: English
• Number of items: 1
• Dimensions: 8.80" h x .40" w x 5.90" l, .40 pounds
• Binding: Paperback
• 136 pages

Features

• Used Book in Good Condition

About the Author
James W. Altschuld, PhD, is Professor Emeritus at The Ohio State University where he taught program evaluation, needs assessment, and research methods. He has published and presented extensively in the field of evaluation particularly with regard to how needs are assessed.
 

Jeffry L. White is Assistant Professor of Educational Foundations and Leadership at the University of Louisiana, Lafayette.  He teaches statistics, quantitative research methods, program evaluation and measurement and assessment.  He received his Ph.D. from the Ohio State University in Quantitative Research, Evaluation and Measurement.  He has Masters Degrees in Educational Research and Evaluation, Public Policy and Management and Health Services Administration.  He is a member of AEA and served as Chair, Co-Chair and Program Chair of the Needs Assessment Topical Interest Group (TIG).  He has published a diverse group of journals.

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• Sales Rank: #11270801 in Books
• Published on: 2009-06-12
• Original language: English
• Number of items: 2
• Dimensions: 1.50" h x 8.40" w x 10.90" l, 4.15 pounds
• Binding: Paperback
• 887 pages

About the Author

Anna Leon-Guerrero is Professor of Sociology at Pacific Lutheran University in Washington. She received her Ph.D. in sociology from the University of California, Los Angeles. She teaches courses in statistics, social theory and social problems. Her areas of research and publications include family business, social welfare policy, and social service program evaluation. She is also the co-author of Social Statistics for a Diverse Society, and co-editor of Contemporary Readings in Social Problems.

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• Sales Rank: #1586502 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-12-08
• Original language: English
• Number of items: 1
• Dimensions: .56" h x 6.08" w x 8.91" l, .91 pounds
• Binding: Paperback
• 312 pages

Features

• Used Book in Good Condition

About the Author

Kathleen Odell Korgen is a professor of sociology at William Paterson University, a comprehensive university in Wayne, New Jersey. Kathleen has co-authored or co-edited numerous books that teach students to use the sociological tools they gain in their classes and to find inspiration from public sociologists and fellow sociology students. These books include The Engaged Sociologist: Connecting the Classroom to the Community, Sociologists in Action: Sociology, Social Change, and Social Justice and Sociologists in Action on Inequalities: Race, Class, Gender, and Sexuality. She has also written or edited the following books on race relations and racial identity: Race Policy and Multiracial Americans (forthcoming), Multiracial Americans and Social Class, Crossing the Racial Divide: Close Friendships Between Black and White Americans, and From Black to Biracial: Transforming Racial Identity Among Americans. Kathleen works as a consultant for other sociology departments as a member of the Departmental Resources Group of the American Sociological Association. She has received William Paterson University’s Award for Excellence in Scholarship/Creative Expression and the university’s Award for Excellence in Teaching.

Jonathan M. White, PhD, is director of the Bentley Service Learning Center and associate professor of sociology at Bentley University in Massachusetts. His primary areas of specialization are inequality, poverty, globalization, human rights, and public sociology. Dr. White has received numerous teaching and humanitarian awards. He is the founding director of Sports for Hunger, the Hunger Resource Center, and the Halloween for Hunger, We are Silent, and Pass-the-Fast campaigns. He serves on the board of directors for Free The Children, Peace Through Youth, Me to We, and the Graduation Pledge Alliance. Dr. White has authored several articles in the fields of inequality and globalization. His work on public sociology includes coediting (with Kathleen Korgen and Shelley White) Sociologists in Action: Sociology, Social Change, and Social Justice (2014) and Sociologists in Action on Inequalities: Race, Class, Gender, and Sexuality (2015). He is also currently writing a book titled Hungry to Be Heard: Voices From a Malnourished America. Dr. White lives in Waltham, Massachusetts, with his wife, Shelley, and is the very proud uncle of his 13 nieces and nephews, Jarred, Kyle, Tyler, Arielle, Cameron, Brianna, Mikayla, Joshua, Jack, Logan, Tyler, Joey, and Brookelyn.

Shelley K. White, PhD, MPH, is a sociologist and Assistant Professor of Health Sciences and Public Health at Worcester State University. She recently taught in the Sociology Department at Simmons College, where she also coordinated the Simmons World Challenge - an interdisciplinary, student-led learning program which creates actionable solutions to global social justice problems. Shelley’s teaching and research focus on health and illness, globalization and development, inequalities, social movements and social justice. She previously worked in HIV/AIDS policy globally and domestically, and serves on the board of directors of Free the Children and SocMed. She is co-editor of Sociologists in Action: Sociology, Social Change, and Social Justice (with Kathleen Odell Korgen and Jonathan White), (2nd Edition, Sage 2013) and her recent publications appear in the Journal of Human Rights Practice; Education, Citizenship and Social Justice; Public Health Reports; and Critical Public Health.

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Case Studies in Interdisciplinary Research successfully applies the model of the interdisciplinary research process outlined by author Allen F. Repko in Interdisciplinary Research, (SAGE ©2008) to a wide spectrum of challenging research questions. Self-contained case studies, written by leaders in interdisciplinary research, and utilizing best-practice techniques in conducting interdisciplinary research shows students how to apply the interdisciplinary research process to a variety of problems.

• Sales Rank: #939895 in Books
• Published on: 2011-02-07
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .76" w x 7.01" l, 1.41 pounds
• Binding: Paperback
• 368 pages

About the Author
Allen F. Repko, PhD, is the former director of the interdisciplinary studies program in the School of Urban and Public Affairs at the University of Texas at Arlington where he developed and taught the program’s core cur­riculum for many years. The program is one of the largest in the United States. Repko has written extensively on all aspects of interdisciplinary studies, has twice served as coeditor of the interdisciplinary journal Issues in Integrative Studies, and has served on the board of the Association for Interdisciplinary Studies (AIS). Though recently “retired”, he continues to write and speak at AIS conventions where he conducts annual workshops on interdisciplinary program development and assessment. He can be contacted at allenrepko@att.net.

William H. Newell is Professor of Interdisciplinary Studies Miami University (PhD, University of Pennsylvania) where he has been directing the two-semester 10-credit senior project workshop since 1995. He has edited two books, including the foundational Interdisciplinarity Essays from the Literature, and two special issues of journals. He has published over 30 articles and chapters on interdisciplinary studies, with seminal contributions to the theory and practice of interdisciplinarity recognized in his receipt of the Kenneth E. Boulding Award. Newell has served as consultant or external evaluator on interdisciplinary higher education over 100 times. The founding president of the Association for Integrative Studies in 1979, he has served since 1983 first as its Secretary-Treasurer and then as Executive Director.

Rick Szostak, PhD, is Professor of Economics at the University of Alberta where he has taught for 28 years. He is the author of ten books and 30 articles, all of an interdisciplinary nature. Several of his publications address how to do interdisciplinary research, teach interdisciplinary courses, administer interdisciplinary programs, or organize information in order to facilitate interdisciplinarity. As an Associate Dean, he created the Office of Interdisciplinary Studies at the UofA, the STS program, an Individualized Major, and two courses about interdisciplinarity. He teaches those courses as well as courses in STS and on economic growth. He has twice served as coeditor of the interdisciplinary journal Issues in Integrative Studies. He is President the Association for Interdisciplinary Studies (AIS), 2010-12. He can be contacted at rszostak@ualberta.ca.

 

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