Jane Bumpers Huffman, Kristine Kiefer Hipp

Reculturing Schools as Professional Learning Communities (eBook, PDF)

• Format: PDF

Produktbeschreibung

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

Produktdetails

• Verlag: Bloomsbury eBooks US
• Seitenzahl: 1
• Erscheinungstermin: 22. Oktober 2003
• Englisch
• ISBN-13: 9798216287926
• Artikelnr.: 75136938

Autorenporträt

Jane 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 [e-mail] 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 [e-mail] or 414-410-4346.

Inhaltsangabe

Part 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