[PDF] Leading After School Learning Communities eBook
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After-School programs offer valuable opportunities to support children's learning while ensuring their safety when school day ends. This guide contains a wealth of strategies and resources that show how principals can fulfill an essential leadership role in after-school programs without assuming additional management responsibilities. -- Provided by publisher
Increasingly the education world is recognizing that the development of learning communities is an effective means for improving schools without increasing the budget or adding new programs. This indispensible volume offers practical advice gathered from 22 schools (elementary, middle, and high schools) that have successfully modeled or are creating professional learning communities.
In this sequel to Total Instructional Alignment, the author peels back complex layers of the change process to reveal the five big ideas at the core of successful schools. Focus on these foundational ideas to simplify decision making and eliminate distractions from your efforts to promote effective teaching and learning. Teachers and administrators alike will appreciate this straightforward approach to solid leadership for school improvement.
Are you a K–8 principal ready to implement the PLC at WorkTM process? Two experienced practitioners show you how to explore the critical components needed to lay the foundation of a PLC, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, how to reflect on your communication effectiveness, and more.
This book offers information, examples and case studies to clarify the concept of a professional learning community, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement.
Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.
This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews. A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's model, Phases of Change (1985), which includes initiation, implementation, and institutionalization. The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs. Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to
"Clearly shows the success that can occur when a staff learns together. I highly recommend this book to aspiring and beginning principals, as well as those with years of experience." —Paul Young, Executive Director, West After School Center Former President, National Association of Elementary School Principals Foster schoolwide professional learning through a collaborative action research model! Action research is a popular method for individual educators to examine their practices and grow in their profession. In this how-to guide, readers will learn how Whole-Faculty Study Groups (WFSGs) use action research to involve an entire school in advancing staff learning and school performance. The WFSG model is a type of professional learning community (PLC) that catalyzes school change with schoolwide action research as a central component. With over 20 years of experience, the authors draw from hundreds of examples and case studies to describe how implementing WFSGs can help students, teachers, administrators, and other staff members work collaboratively to improve teacher practice and student learning. The authors′ empirical data and comprehensive approach help deepen educators′ understanding of how to use meaningful action research to strengthen teamwork and realize school reform. Additionally, readers will learn how: The WFSG system compares with other approaches to action research The schoolwide action research process can be applied in a wide variety of school reform efforts Study groups can move from discussion to action Principals and district leaders can support schoolwide action research Discover the ways WFSGs can enhance student learning and result in real school improvement in this highly relevant, must-have guide.
Like the first edition, the second edition of Learning by Doing: A Handbook for Professional Learning Communities at Work helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs).