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2 references
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- Vol 4 RE: Chapter 23, App C
professional learning communitiescollective responsibilitycommon formative assessmentsintervention systemsteam normsdistributed leadershipinquiry-action cyclesinstructional improvementBook Evidence summaryAt a glance
DuFour, DuFour, Eaker, and Many provide an implementation handbook for professional learning communities organised around learning, collaboration, and results. Teams clarify the essential knowledge and skills all students should acquire, develop common formative assessments, analyse evidence together, and create timely, directive, systematic responses for learners needing additional support or extension.
Key ideas
The authors emphasise collective responsibility: collaboration must focus on questions of curriculum, evidence, instructional response, and improvement rather than administration or voluntary sharing. The book includes protocols, templates, examples, frequently asked questions, and tools for developing shared mission, vision, values, goals, team norms, and intervention systems. Leadership is distributed but not passive; leaders protect time, establish coherent priorities, develop team capacity, and monitor whether practices affect learning. The approach cautions against “PLC-lite,” in which schools adopt vocabulary without changing routines.
Why it matters
Progress comes from repeated cycles of inquiry and action, not from waiting for universal agreement before beginning.
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- Vol 2 RE: Chapter 13
change leadershipmoral purposeorganisational learningrelationship buildingknowledge sharingcoherence makingdistributed leadershipadaptive leadershipBook Evidence summaryAt a glance
Fullan presents change leadership as the capacity to create purposeful, learning-oriented organisations under conditions of complexity. The second edition organises this work around moral purpose, understanding change, building relationships, creating and sharing knowledge, and making coherence.
Key ideas
Effective leaders do not rely on a rigid plan, charismatic authority, or isolated innovations. They establish direction while engaging people in learning, connect peers around meaningful work, cultivate trust and candid interaction, learn from resistance, and use evidence to adjust action. Because change generates uncertainty and competing interpretations, leaders must tolerate ambiguity without losing focus. Ideas spread and endure through social relationships, organisational routines, and reciprocal accountability, not through communication campaigns alone.
Why it matters
Fullan links individual leadership practice to wider systems and stresses that sustainable improvement develops leadership capacity throughout an organisation. The framework is conceptual and case-informed rather than a universal formula; responsible use requires attention to context, power, workload, resources, and whether intended improvements become visible in people’s actual experience and outcomes.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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