Books About Professional Learning Communities

Demystifying Professional Learning Communities: School Leadership at Its Best (2010)
This book outlines an approach to school improvement that uses professional learning communities (PLCs) to embed leadership in the entire school community rather than making it the responsibility of one person. The text includes information, examples, and case studies to clarify the concept of a PLC, address critical issues in schools, and support education leaders in meeting mandates for accountability and school improvement. The book was edited by Kristine Kiefer Hipp of Cardinal Stritch University and Jane Bumpers Huffman of the University of North Texas.

Leading Professional Learning Communities: Voices From Research and Practice (2007)
This book explores the critical role of the principal and other leaders in the development of a professional learning community (PLC) by examining the research literature and what really happens in schools. The text discusses the need to focus on student and teacher learning and the commitment and courage necessary to lead a PLC. Examples illustrate how PLCs can help build leadership capacity, embed professional development in staff’s daily work, create a positive school culture, and develop accountability. In addition, the book addresses how to manage conflicts that arise, the creativity needed for problem solving, and the courage to challenge existing systems and ways of thinking when necessary.

Professional Learning Communities: Communities of Continuous Inquiry and Improvement (1997)
This publication includes stories and reports of research on how school staff—teachers and principals—organize as a learning community. The text summarizes what professional learning communities look like, how they operate, and the outcomes for staff and students when learning communities within a school operate effectively.

Professional Learning Communities: An Ongoing Exploration (2000)
This book reviews the dimensions along which a school staff should operate to become a learning community and discusses the role such a community can play in school reform. The book also touches upon the four themes that emerged through SEDL's work and research during the Creating Communities of Continuous Inquiry and Improvement (CCCII) project and discusses how a school can begin establishing a professional learning community.