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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Susan E. Sather is 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.
Inhaltsangabe
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
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
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