Reculturing Schools as Professional Learning Communities
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BeschreibungThis clear and thoughtful discussion of the concept of professional learning communities covers the research, provides a self-assessment, real-life case studies, and a summary. It is a one-stop resource for educators working to build strong work teams to improve student achievement.
InhaltsverzeichnisPart 1 Part 1: The Challenge of Developing PLCs Chapter 2 Overview of Professional Learning Communities Chapter 3 Responding to the Challenge Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and Vision Chapter 7 Collective Learning and Application Chapter 8 Shared Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The PLC Connection to School Improvement Part 13 Part 4: Five Case Studies Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2: Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case Study #3: Trust as a Foundation in Building a Learning Community Chapter 18 Case Study #4: The Role of Principal Commitment in Creating Learning Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part 20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons Learned
PortraitJane Bumpers Huffman is an associate professor in the College of Education at the University of North Texas in Denton and teaches in the master's and doctoral programs. Huffman also serves as her department's program coordinator for Educational Administration and has been instrumental in receiving eight grants. Her research interests include change management, professional development, leadership, professional learning communities, and parent involvement. Huffman has also directed the annual Assistant Principals' Conference in Texas for the past six years. Huffman worked in the Norman, Oklahoma public schools for ten years as a teacher, school administrator, and staff development administrator. She also served as a Research Assistant at Southwest Educational Develpment Laboratory in Austin, Texas. Contact Janie at email@example.com or 940-565-2832. Kristine Kiefer Hipp is an associate professor in the College of Education at Cardinal Stritch University, Milwaukee, Wisconsin. She teaches in a master's program in Educational Leadership and a doctoral program in Leadership for the Advancement of Learning and Service. Hipp consults widely, facilitating organizational change in K-12 schools/districts related to her research in leadership, professional learning communities, and collective efficacy. Hipp also taught in a Master's program in Educational Leadership at Ball State University in Muncie, Indiana. She worked for the School District of Janesville for 25 years as a special education teacher/support teacher, district level staff developer, graduate-level adjunct at the University of Wisconsin-Whitewater, research assistant at the University of Wisconsin, Madison, and consultant in effective teaching practices. Contact Kris at firstname.lastname@example.org or 414-410-4346.
PressestimmenA lot has been written about Professional Learning Communities (PLCs), but no book dissects the concept with such clarity and utility as does Huffman and Hipp's Reculturing Schools. This compact book has it all: 1) a clear delineation of six powerful dimensions of a PLC; 2) a portrayal of flow from initiation to institutionalization; 3) a practical instrument for assessing PLCs; 4) five case studies that provide further clarity of PLCs in action; and 5) a summary of lessons learned. All and all, this book provides a clear and practical, evidence-based resource for working productively with one of the most powerful concepts we know of for improving schools. -- Michael Fullan, dean, Ontario Institute for Studies in Education, University of Toronto Huffman and Hipp's book is neither a scholarly tome nor a "quick fix" how-to-do-it manual. Instead, it presents a clear but nuanced overview of current thinking about how teachers and administrators learn and work together, along with useful tools for development. Their survey instrument should be useful for school self-assessment as well as research, and the real-life cases are presented with guides for discussion that will undoubtedly stimulate thoughtful practice. This is a must-read for those who have responsibility for fostering high performance work teams in schools. -- Karen R. Seashore, professor, educational policy and administration, University of Minnesota
Untertitel: New. Sprache: Englisch.
Verlag: ROWMAN & LITTLEFIELD EDUC
Erscheinungsdatum: Oktober 2003
Seitenanzahl: 192 Seiten