Leading Professional Learning Teams: A Start-Up Guide for Improving Instruction
Autor Susan E. Satheren Limba Engleză Paperback – 2 noi 2009
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Specificații
ISBN-13: 9781412965538
ISBN-10: 1412965535
Pagini: 168
Dimensiuni: 216 x 279 x 15 mm
Greutate: 0.5 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1412965535
Pagini: 168
Dimensiuni: 216 x 279 x 15 mm
Greutate: 0.5 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
"As a high school principal, it is crucial to have tools and models that have teeth, that will make an impact on student achievement, and also improve collegiality and collaboration among teachers. This is a wonderful faculty book study choice for any school looking to have teams of teachers focused on data and how to incorporate best practices in their classrooms. I really like the key points section for an extra-busy administrator or teacher who still wants to get the main ideas."
This book comes out of the highly credible stable of NWREL (Northwest Regional Educational Laboratory), with the foreword written by Shirley Hord. Typically, the book is about changing practice in schools, and it leads the readers through the change process.
If I had to think of three adjectives to describe this book, they would be: PRACTICAL, PRACTICAL, PRACTICAL. The resources offered include: NSCD standards, continuous improvement capacity survey, PLC survey, very useful strategies for finding time for professional learning, conflict resolution, team expectations, and 13 very useful tools, including road maps.
Change is difficult in schools, but with this support, essential change becomes doable. And, the book will provide the best professional learning that you could buy in setting up professional learning teams.
This book is essential reading for school leadership teams.
"This book is packed with insights about creating cultures of inquiry that are focused upon student learning. I found the gritty details of the work of the teams helpful. That alone would convince me to buy the book."
"A must-read guide for any school principal ready to take the next step forward into professional learning teams to improve instruction and learning in their school. This well-organized guide is both practical and research based."
This book comes out of the highly credible stable of NWREL (Northwest Regional Educational Laboratory), with the foreword written by Shirley Hord. Typically, the book is about changing practice in schools, and it leads the readers through the change process.
If I had to think of three adjectives to describe this book, they would be: PRACTICAL, PRACTICAL, PRACTICAL. The resources offered include: NSCD standards, continuous improvement capacity survey, PLC survey, very useful strategies for finding time for professional learning, conflict resolution, team expectations, and 13 very useful tools, including road maps.
Change is difficult in schools, but with this support, essential change becomes doable. And, the book will provide the best professional learning that you could buy in setting up professional learning teams.
This book is essential reading for school leadership teams.
"This book is packed with insights about creating cultures of inquiry that are focused upon student learning. I found the gritty details of the work of the teams helpful. That alone would convince me to buy the book."
"A must-read guide for any school principal ready to take the next step forward into professional learning teams to improve instruction and learning in their school. This well-organized guide is both practical and research based."
Cuprins
List of Figures and Tables
Foreword by Shirley M. Hord
Preface
Acknowledgments
About the Author
1. Understanding Professional Learning Teams
Defining Professional Learning Teams
The Need for PLTs
Other Models for Teacher Collaboration
Key Points for Chapter 1
2. Setting the Stage for Success
Readiness for PLTs
Understanding Change
Building Relationships
Creating Avenues of Communication
Key Points for Chapter 2
3. Laying the Foundation Within the School Community
Advocating for PLTs With Important Stakeholders
Aligning With School Goals
Structures for Working Collaboratively
Providing and Using Data
Providing Additional Resources
Establishing Supportive Accountability
Key Points for Chapter 3
4. What About Leadership?
Administrators as Leaders
Shared and Facilitative Leadership
Teacher Leadership
Sustaining Leadership
Vignette: A Professional Learning Team in Action
Key Points for Chapter 4
5. Supporting the Work of PLTs
Successful PLTs
Reinforcing PLT Strategies and Skills
Ensuring That PLTs Are Teacher Led
Using a Rubric to Encourage Reflection
Anticipating Potential Challenges
Celebrating Success
Key Points for Chapter 5
Resources
A. National Staff Development Council (NSDC) Standards for Staff Development
B. Survey of School Capacity for Continuous Improvement
C. Professional Learning Community (PLC) Survey
D. Finding Time for Professional Learning
E. Resolving Conflict: Key to Collaboration
F. Sample Conflict Scenarios
G. Possible Expectations for PLT Team Leaders and Facilitators
H. Tools
1. Professional Learning Team Inquiry Cycle
2. PLT Inquiry Cycle With Steps Explained
3. Getting Started: Sample Agenda for Workship 1
4. PLT Team Log
5. Sample PLT team Meeting Agenda and Log
6. Defining Team Roles
7. Professional Learning Team: Planning Sheet
8. Five Demensions of Professional Learning Communities
9. Criteria for Quality Team Time
10. Finding Time for Collaboration
11. Factors Supporting the Success of PLTs
12. PLT Implementation Rubric
13. Getting Started Roadmap
Suggested Readings
References
Index
Foreword by Shirley M. Hord
Preface
Acknowledgments
About the Author
1. Understanding Professional Learning Teams
Defining Professional Learning Teams
The Need for PLTs
Other Models for Teacher Collaboration
Key Points for Chapter 1
2. Setting the Stage for Success
Readiness for PLTs
Understanding Change
Building Relationships
Creating Avenues of Communication
Key Points for Chapter 2
3. Laying the Foundation Within the School Community
Advocating for PLTs With Important Stakeholders
Aligning With School Goals
Structures for Working Collaboratively
Providing and Using Data
Providing Additional Resources
Establishing Supportive Accountability
Key Points for Chapter 3
4. What About Leadership?
Administrators as Leaders
Shared and Facilitative Leadership
Teacher Leadership
Sustaining Leadership
Vignette: A Professional Learning Team in Action
Key Points for Chapter 4
5. Supporting the Work of PLTs
Successful PLTs
Reinforcing PLT Strategies and Skills
Ensuring That PLTs Are Teacher Led
Using a Rubric to Encourage Reflection
Anticipating Potential Challenges
Celebrating Success
Key Points for Chapter 5
Resources
A. National Staff Development Council (NSDC) Standards for Staff Development
B. Survey of School Capacity for Continuous Improvement
C. Professional Learning Community (PLC) Survey
D. Finding Time for Professional Learning
E. Resolving Conflict: Key to Collaboration
F. Sample Conflict Scenarios
G. Possible Expectations for PLT Team Leaders and Facilitators
H. Tools
1. Professional Learning Team Inquiry Cycle
2. PLT Inquiry Cycle With Steps Explained
3. Getting Started: Sample Agenda for Workship 1
4. PLT Team Log
5. Sample PLT team Meeting Agenda and Log
6. Defining Team Roles
7. Professional Learning Team: Planning Sheet
8. Five Demensions of Professional Learning Communities
9. Criteria for Quality Team Time
10. Finding Time for Collaboration
11. Factors Supporting the Success of PLTs
12. PLT Implementation Rubric
13. Getting Started Roadmap
Suggested Readings
References
Index
Notă biografică
Susan E. Satheris a senior program advisor at the Northwest Regional Educational Laboratory (NWREL) in Portland, OR. She leads the Laboratory¿s professional learning teams (PLT) work, supervising and conducting PLT training in schools around the nation. She also contributes to research on issues such as high school academic rigor. Sather has 38 years of experience in education, 17 as a teacher working with a dropout prevention program and in special education. Prior to joining NWREL, she was western regional manager and a staff developer for a whole-school reform model, Ventures Education Systems. She has conducted research and evaluation through the School of Education and the School of Social Welfare at the University of California Berkeley, and with ARC associates in Oakland, California. At ARC, she was a member of the Leading for Diversity research team and co-author of Leading for Diversity: How School Leaders Promote Positive Interethnic Relations. She has a PhD in educational administration from the University of California Berkeley.
Descriere
Developed by Education Northwest (formerly NWREL), this guide offers a data-driven model for implementing professional learning teams to strengthen teacher collaboration, improve instruction, and increase student achievement.