This document summarizes key points from the book "Cultures Built to Last: Systemic PLCs at Work" by Richard DuFour and Michael Fullan. The book advocates for professional learning communities (PLCs) as a way to create lasting cultural change across school systems. It discusses how PLCs can be implemented on a large scale through loose-tight leadership that balances autonomy and accountability. The book also emphasizes the importance of ongoing learning, clear direction, and sustained improvement efforts to fully realize the benefits of PLCs over time.

1. Cultures Built to Last:
Systemic PLCs at Work
written by: Richard DuFour and Michael Fullan
presented by Sara Luft
October 24, 2014

3. The Purpose of the
Book
Continued support of the PLC process
Frame PLCs as a way to create cultural
change in the national education system

4. Cultural Change
deeply held and often unexamined assumptions
that people use to make sense of their world
altering assumptions, beliefs, expectations and
habits is doable but difficult
has the potential to be a part of systemic
educational change

5. Chapter 1:
Clarity Precedes Competence
clearly define what a PLC is, its characteristics,
the underlying assumptions that drive the
process, the challenges of implementation and
the need for all individuals to contribute to the
process

6. PLCs are a
process not a
program.

7. Chapter 2:
Creating Coherence and Clarity
“Alignment is structure; coherence
is mindset. Shared mindset
equals system coherence.”
pg. 31

8. Chapter 3:
The Loose-Tight Dilemma
Loose—encouraging people to engage in the
change process, but leaving participation
optional
Tight—assertive, top-down directions that
mandate change

9. “When well-intentioned district leaders
remove teachers and principals from the
dialogue and the decision-making
process, they remove them from the
learning that is one of the most
significant by-products of the process.”
pg 44

10. Chapter 4:
The Loose-Tight System In Action
Building shared knowledge and deep understanding
Creating a guaranteed implemented curriculum
Monitoring progress at the school site
Supporting improvement through reciprocal accountability
Building ongoing adult learning into the system
Celebrating incremental progress

11. Chapter 5:
Sustaining the Improvement
Process
“Visions of what the system can become
someday must be converted into specific
steps that can be taken today to generate
forward momentum.”
pg. 66

12. Chapter 5:
Sustaining the Improvement
Process
“It is not turn-over of leadership per
se that is the problem for most
organizations, but rather the
discontinuity of direction.”
pg. 71

13. Thinking (and Doing) Bigger
Leaders are attracted to bigger challenges
District leader is successful in their district:
looks for ways to contribute to other districts
PLC is successful at a school: district adopts
the PLC process