PROFESSIONAL

BOOK STUDY
 TABLE OF CONTENTS

Professional Book Study Introduction ……………………….. 3

Creating and Maintaining Your Professional

Book Study ……………………………………………………… 4

Professional Book Study Structures …………………………. 5

Roles …………………………………………………………….. 6

Establishing Norms ……………………………………………. 7

Professional Book Study Planning Tool …………………….. 8

Note-taking for Group Discussions ………………………..…. 9

Book Study Protocols ………………………………………….. 10–15

Works Cited …………………………………………………….. 16

Professional  Book Study   2  

 Professional Book Study Introduction

One type of professional learning is a professional book study or book talk. A

book study can be a powerful way for educators to drive their own learning.
Adult learning theory (Knowles, 2005) states that adults learn best when their
learning is “self-directed and task-centered.”

A book study is an effective form of professional learning because new learning

can be immediately applied in the classroom. Teachers are involved in multiple
sessions over time where there is continuous discussion around a relevant topic
that has arisen from school data. Remember, the goal for any professional
learning is to have a positive impact on student learning!

What is it?
Professional book studies are (Ryley, 2012):
• Small groups of educators with similar interests and goals gathered
together to engage in professional discourse around a specific topic of
teaching and learning.
• Individuals committed to reading and discussing a selected book, guided
by the question: "How will this book influence professional practices at
both the classroom and school level?"
• Opportunities to build a shared knowledge base.

How is it used?
The professional book study process includes (Ryley, 2012):
• Identifying a topic, reviewing and selecting a book for study.
• Engaging in dialogues around specific content in the book, usually using
professional protocols.
• Committing to trying out ideas and strategies from the book.
• Studying to make recommendations to impact instruction in order to
promote student achievement.

How can our professional book study be successful?

A book study group is successful when:
• All group members are involved in the decision-making processes.
• Every member is involved because they have an interest in learning more
about the topic.
• Norms and protocols have been established as a group.
• There is time for reflection and celebration.

Professional  Book Study   3  

 Creating and Maintaining
Your Professional Book Study

1) Meet with your professional learning team. Refer to schoolwide educator

learning targets to determine your area of study.

2) Take time to research relevant books or scholarly authors around your

identified focus area. After researching, select one book for your
professional book study.

3) Decide on the structure of book study group (see p. 5).

4) As a team, determine the necessary roles for your group and define them
(see p. 6). Decide if members of the team will hold the roles permanently
or if the roles will be rotated amongst the members.

5) Establish meeting dates that can accommodate all members of the team.

6) At the first meeting, establish “norms” for working together (see p. 7).

7) It is expected that participants will come to each subsequent meeting

prepared to discuss the section or chapter for that day. Participants may
come with questions or comments to be included in the conversation.

8) Consider using the planning tool (see p. 8) to guide each meeting.

Possible meeting topics could include: discussing focus questions
(determined by facilitator), discussing applications to classroom practice,
and reflecting on what has changed as a result of your new learning on
the topic.

9) Remember whatever you are discussing should be linked back to how it

will affect student learning, including academic and social-emotional
development.

10) Take time to reflect on and celebrate the successes of your team.
Consider presenting your key understandings and new instructional
practices to another learning team.

Professional  Book Study   4  

 Professional Book Study Structures

• Chapter by Chapter:
☛ Group reads the book one chapter at a time. The team is
responsible for generating questions and discussion topics
to discuss from within that chapter.

• Independent Reading:
☛ Teams read independently and then debrief in pairs on
what they have read. Group members work in pairs to
generate one thought-provoking question or comment to
bring back to the group as a whole. This may work well for
larger groups.

• Applications of Ideas:
☛ After reading a section, the team discusses and directs
specific strategies they apply in the classroom. At the next
meeting, participants will reflect on the strategies that they
applied in the classroom focusing on what worked, didn’t
work and why.

• Protocols:
The group may choose one of several protocols to guide their
discussion. The use of protocols ensures that all voices are
heard. There is opportunity for open conversation, dialogue
and reflection. Consider using one of the following protocols
(see pp. 10–15) from the School Reform Initiative
(www.schoolreforminitiative.org) to guide your discussion:

☛ Text-Rendering Protocol (p.10)

☛ The Final Word (p.11)
☛ The Wagon Wheel (p. 12)
☛ Three Levels of Text (p. 13)

Professional  Book Study   5  

 Roles

Facilitator:
• Is a neutral observer whose primary task is to maintain an
orderly discussion.
• Gathers information from participants in order to create
discussion questions/topics.
• Is responsible for pre-and post-meeting logistics.
• Helps to focus group on the common task.

Recorder:
• Captures the discussion process using the participants’ own
words and phrases. Consider using the notetaking sheet
(see page 9).
• Records decisions and tasks assigned to individuals.
• Provides a clear, legible record of all aspects of the meeting,
which must be approved by the participants before becoming
a permanent, public record.

Reflector:
• Analyzes the processes of the meeting (did the group follow
established norms?).
• Identifies strengths and weaknesses of the process.
• Communicates how well the set agenda was followed.

Time Keeper:
• Reminds group of time limits set to tasks.
• Ensures the group adheres to starting and ending times.

Professional  Book Study   6  

 Establishing Norms

Norms…
• Express the values of the team.
• Form a process to resolve conflict.
• Guide discussion of new ideas.
• Direct the flow of communication.
• Set limits on all team members.
• Define the roles of team members.
• Provide guidance for behavior of the team.
• Help the team to evaluate its performance.
• Support the needs of the team and the organization.

Sample Norms:
It’s okay to…
• Ask questions.
• Say “I don’t know.”
• Disagree — as long as it is not an attack.
• Take the time to understand everyone’s point of view.
• Come to consensus.
• Compliment team members on contributions.
• Recognize different strengths in different people.
• Learn from each other and the professional literature.

Professional  Book Study   7  

 Professional Book Study Planning Tool

Date:

Members:

Book Title: Chapter/Pages:

Roles:

Focus Questions: •
•
•
•
•
•

Applications to
Classroom Practice:

Reflections:

(i.e. How has this topic

influenced classroom
practice? My planning?
Student learning?)

Next Steps:

(i.e. What needs to be

accomplished before the
next meeting?)

Professional  Book Study   8  

 Note-Taking for Group Discussions

Question or comment Who posed the What section of the Key discussion points Applications to educator
posed to the group: question or text is this comment and new learnings: practice:
comment? addressing? (page
number)

Professional  Book Study   9  

 Text Rendering Experience
+L]LSVWLKPU[OLÄLSKI`LK\JH[VYZ

Purpose
To collaboratively construct meaning, clarify, and expand our thinking about a text or document

Roles
A facilitator to guide the process
A scribe to track the phrases and words that are shared

Introduction
Take a few moments to review the document and mark the sentence, the phrase, and the word(s) that you
think are particularly important for our work.

Process
1. First Round
Each person shares a ZLU[LUJLMYVT[OLKVJ\TLU[[OH[ZOLOL[OPURZMLLSZPZWHY[PJ\SHYS`ZPNUPÄJHU[

2. Second Round
Each person shares aWOYHZL[OH[ZOLOL[OPURZMLLSZPZWHY[PJ\SHYS`ZPNUPÄJHU[;OLZJYPILYLJVYKZLHJO
phrase.

3. Third Round
Each person shares the ^VYK[OH[ZOLOL[OPURZMLLSZPZWHY[PJ\SHYS`ZPNUPÄJHU[;OLZJYPILYLJVYKZLHJO
word.

4. Discuss
The group discusses what they heard and what it says about the document.
‹ What new insights have you gained about the text by looking at it in this way?
‹ What do you think this text isLZZLU[PHSS` about?

5. Debrief
The group debriefs the text rendering process.

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
 The Final Word
Adapted by Jennifer Fischer-Mueller and Gene Thompson-Grove.
Purpose
The purpose of this protocol is to give each person in the group an opportunity to have their ideas,
understandings, and perspective enhanced by hearing from others. With this protocol, the group can
explore an article, clarify their thinking, and have their assumptions and beliefs questioned in order to gain
a deeper understanding of the issue.

Time
For each round, allow about 8 minutes (circles of 5 participants: presenter 3 minutes, response 1 minute
LHJOMVYWLVWSLÄUHS^VYKMVYWYLZLU[LYTPU\[L;V[HS[PTLPZHIV\[TPU\[LZMVYHNYV\WVM
TPU\[LZMVYHNYV\WVMTPU\[LZMVYHNYV\WVM

Roles
Facilitator/time-keeper ^OVHSZVWHY[PJPWH[LZ"WHY[PJPWHU[Z

Facilitation
‹ /H]LWHY[PJPWHU[ZPKLU[PM`VULTVZ[ZPNUPÄJHU[PKLHMYVT[OL[L_[\UKLYSPULKVYOPNOSPNO[LKHOLHKVM[PTL
‹ :[PJR[V[OL[PTLSPTP[Z
‹ (]VPKKPHSVN\L
‹ /H]LLX\HSZPaLKJPYJSLZZVHSSZTHSSNYV\WZÄUPZOH[HWWYV_PTH[LS`[OLZHTL[PTL

Process
 :P[PUHJPYJSLHUKPKLU[PM`HMHJPSP[H[VY[PTLRLLWLY

 ,HJOWLYZVUULLKZ[VOH]LVULTVZ[ZPNUPÄJHU[PKLHMYVT[OL[L_[\UKLYSPULKVYOPNOSPNO[LKPU[OL
article. It is often helpful to identify a back-up quote as well.

 ;OLÄYZ[WLYZVUILNPUZI`YLHKPUN^OH[Z[Y\JROPTVYOLY[OLTVZ[MYVT[OLHY[PJSL/H]L[OPZWLYZVU
refer to where the quote is in the text - one thought or quote only. Then, in less than 3 minutes, this
person describes why that quote struck her/him. For example, why does she/he agree/disagree with the
quote? What questions does she/he have about that quote? What issues does it raise for her/him? What
does she/he now wonder about in relation to that quote?

 *VU[PU\PUNHYV\UK[OLJPYJSLLHJOWLYZVUIYPLÅ`YLZWVUKZ[V[OH[X\V[LHUK^OH[[OLWYLZLU[LYZHPKPU
less than a minute. The purpose of the response is:
‹ ;VL_WHUKVU[OLWYLZLU[LY»Z[OPURPUNHIV\[[OLX\V[LHUK[OLPZZ\LZYHPZLKMVYOPTVYOLYI`[OLX\V[L
‹ ;VWYV]PKLHKPMMLYLU[SVVRH[[OLX\V[L
‹ ;VJSHYPM`[OLWYLZLU[LY»Z[OPURPUNHIV\[[OLX\V[L
‹ ;VX\LZ[PVU[OLWYLZLU[LY»ZHZZ\TW[PVUZHIV\[[OLX\V[LHUK[OLPZZ\LZYHPZLKHS[OV\NOH[[OPZ[PTL
[OLYLPZUVYLZWVUZLMYVT[OLWYLZLU[LY

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
  (M[LYNVPUNHYV\UK[OLJPYJSL^P[OLHJOWLYZVUOH]PUNYLZWVUKLKMVYSLZZ[OHUVULTPU\[L[OLWLYZVU
[OH[ILNHUOHZ[OL¸ÄUHS^VYK¹0UUVTVYL[OHUVULTPU\[L[OLWYLZLU[LYYLZWVUKZ[V^OH[OHZILLU
said. Now what is she/he thinking? What is her/his reaction to what she/he has heard?

6. The next person in the circle then begins by sharing what struck him or her most from the text. Proceed
HYV\UK[OLJPYJSLYLZWVUKPUN[V[OPZUL_[WYLZLU[LY»ZX\V[LPU[OLZHTL^H`HZ[OLÄYZ[WYLZLU[LY»Z;OPZ
process continues until each person has had a round with his or her quote.

 ,UKI`KLIYPLÄUN[OLWYVJLZZPU`V\YZTHSSNYV\W

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
 Wagon Wheels
Adapted for Texts
+L]LSVWLKI`LK\JH[VYZPU[OLÄLSKHUKYL]PZLKI`*VUUPL7HYYPZOHUK:\ZHU;H`SVY

Purpose
To deepen understanding of a text; to explore implications for participants’ work

5V[L!>HNVU>OLLSZ[Y\J[\YLTH`HSZVIL\ZLK[VIYHPUZ[VYTHUPZZ\LVY[VWPJ:LLWagon Wheels
Brainstorm

Set-Up
‹ -V\YJOHPYZIHJR[VIHJRH[[OLO\IVM[OL^OLLSHUKJOHPYZVU[OLV\[LYJPYJSLMHJPUN[OLJOHPYZH[[OL
O\I
‹ :PUJL[OPZWYVJLZZPZKVULPUH¸RULL[VRULL¹MVYTH[^P[OV\[[HISLZP[»ZOLSWM\SMVYWHY[PJPWHU[Z[VIYPUN
YLÅLJ[PVUQV\YUHSZ[VSLHUHNHPUZ[;OL`HSZVIYPUN[OLPY[L_[ZZVTL[OPUN[V^YP[L^P[OHUKWLYOHWZ
ZVTLZ[PJR`UV[LZMVYQV[[PUNKV^UPKLHZ
‹ ,HJO>HNVU>OLLSVW[PTHSS`PUJS\KLZVYWHY[PJPWHU[Z0M`V\OH]LHU\UL]LUU\TILY`V\JHUOVVR
[VNL[OLYWHY[PJPWHU[ZVU[OL^OLLSO\I^OPJO[OLUILJVTLZHKPZJ\ZZPVU[YPHKYH[OLY[OHUHWHPY:LL
L_HTWSLZILSV^!

Procedural Notes
‹ ;OLWLVWSLVU[OLV\[ZPKLVM[OL^OLLS^PSSILTV]PUNVULZLH[[V[OLSLM[VYYPNO[H[LHJOYV[H[PVU"[OL
WLVWSLZLH[LKH[[OLO\IYLTHPUPU[OLPYZLH[Z
‹ ,_WSHPU[OH[[OL`^PSSIL^VYRPUNVUVULN\PKPUNX\LZ[PVUVYWPLJLVM[L_[^P[OLHJOWHY[ULYMVY
HWWYV_PTH[LS`fiveTPU\[LZ¶PL[OL`^PSS^VYR^P[OfourKPMMLYLU[WHY[ULYZK\YPUN[OLHJ[P]P[`¶[Y`PUN[V
HTWSPM`[OLPY\UKLYZ[HUKPUNZVM[OL[L_[HUKHU`PTWSPJH[PVUZMYVT[OL[L_[MVY[OLPY^VYR
‹ ([[OLLUKVMLHJOYV[H[PVUHZRLHJOWHY[PJPWHU[ZP[[PUNVU[OLV\[ZPKLVM[OL^OLLS[VYV[H[LVULZLH[[V
[OLSLM[(M[LY[OL`ZL[[SLKV^UNP]L[OLT[OLUL_[X\LZ[PVUX\V[H[PVU[VWPJHUKHZR[OLT[VVUJLHNHPU
HTWSPM`HUKL_[LUK[OLPY\UKLYZ[HUKPUNZ

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
 Debrief
:VTLPKLHZMVYZ[Y\J[\YPUNKPZJ\ZZPVU!
‹ @V\TPNO[VMMLYN\PKPUNX\LZ[PVUZMVYYV\UKZPL>OH[^HZJVUÄYTLKVYJVUM\ZPUNPU[OL[L_[&>OH[
TPNO[`V\JVUZPKLY\ZPUNMYVT[OL[L_[&
‹ @V\TPNO[PKLU[PM`ZHSPLU[X\V[H[PVUZVYKPYLJ[WHY[PJPWHU[Z[VWHY[PJ\SHYWSHJLZPU[OL[LZ[VULWLY
YV\UK([[OLILNPUUPUNVMHYV\UK`V\^V\SKKPYLJ[WHY[PJPWHU[Z[VHWHNLU\TILYHUKX\V[LYLHK
P[HSV\KHUK[OLUWVZ[P[HZHYLTPUKLY7HY[PJPWHU[Z[\YU[V[OH[WSHJLYLHK[OLX\V[L[OPURHIV\[HUK
[OLUKPZJ\ZZP[
‹ 0[»ZPTWVY[HU[[VWYV]PKLHTVTLU[VYtwoH[[OLILNPUUPUNVMLHJOYV\UKK\YPUN^OPJOWHY[PJPWHU[ZJHU
NVIHJRPU[V[OL[L_[;OPZKLLWLUZ[OL[HSR

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
 Three Levels of Text Protocol
Adapted by the Southern Maine Partnership from Camilla Greene’s Rule of 3 Protocol, November, 2003.
Purpose
This protocol is designed to deepen the understanding of a text and explore implications for participants’
work. It asks participants to respond to 3 levels of the text: literal (level 1), interpretation (level 2), and
implications (level 3)

Facilitation
Stick to the time limits. Each round takes up to 5 minutes per person in a group. Emphasize the need to
watch air time during the brief group response segment. Do 1-3 rounds. Can be used as a prelude to a
text-based discussion or by itself.

Roles
Facilitator/timekeeper (who also participates); participants

Process
1. Sit in a circle and identify a facilitator/timekeeper.

2. If participants have not done so ahead of time, have them read the text and identify passages that they
feel may have important implications for their work.

3. Do 1-3 rounds. A round consists of:

‹ 6ULWLYZVU\ZPUN\W[VTPU\[LZ[V!
Level 1: Read aloud the passage she/he has selected
Level 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.)
Level 3: Say what she/he sees as the implications for her/his work.
‹ ;OLNYV\WYLZWVUKPUNMVYHtotal of up to 2 minutes) to what has been said.

4. After all rounds have been completed, debrief the process.

Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
 Works Cited

Knowles, M., & Holton, E. The Adult Learner: The Definitive Classic in
Adult Education and Human Resource Development. 6th ed.
Amsterdam: Elsevier, 2005. Print.

“Protocol Alphabetical List: School Reform Initiative.” School Reform

Initiative. Web. 3 Oct. 2014.

Thompson-Grove, G. “The Final Word.” School Reform Initiative.”

School Reform Initiative, 1 Jan. 2014. Web 3 Oct. 2014.

Ryley, H. (2012). "Professional Book Study." Benchmark One Blog.

Web. 10 Sept. 2014.

16