Real World Professional Learning Communities (eBook)

Their Use and Effects

Daisy Arredondo Rucinski (Autor)

eBook Download: EPUB

2016
210 Seiten
Rowman & Littlefield Publishers (Verlag)
9781475822823 (ISBN)

Infos

In a professional learning community, teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. Whatever the organizational structure, the teams have one goal, that is to improve teaching so that student learning is improved.

---

In a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal - that is to improve teaching so that student learning is improved.Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.

Autor

Daisy Arredondo Rucinski is Professor of Educational Leadership and Policy Studies at The University of Alabama, Tuscaloosa, AL. She holds a Ph.D. degree from the University of Washington. She has been a biology, Spanish, and algebra teacher, a high school assistant principal, an assistant superintendent for curriculum and instruction, a deputy superintendent, and a Senior Fulbright Scholar in Santiago, Chile. Her research interests are instructional leadership and supervision, professional development, school effectiveness, and reflective learning. She writes about these topics and related policy issues.

Inhalt

Part I —Overview of bookChapter 3: Teacher reflection and teacher development in elementary schools using Alabama’s Instructional Partners Program (IPN)Bradley A. Scott, Principal, Chaffee Elementary School, Huntsville, ALChapter 5: Using PLC collaboration as a foundation for trust and teacher efficacy in elementary schoolsDatie I. Priest – Principal, West Decatur Elementary School, Decatur, ALChapter 6: Relationships among professional learning communities, trust, and student achievement in elementary and middle school mathematics. Herbert A. Betts III – Madras Middle School, Assistant Principal, Coweta School System, Newnan, GAChapter 8: Common Planning in High School Departments: A Structure for Implementing Professional Learning CommunitiesKyra L. Rhyne – District coordinator for virtual learning, Catoosa County Schools, Ringold, GAChapter 9: Using a professional learning community framework to support response to intervention (RTI) in middle and high schoolsNicole Spiller – District Director of Student and Intervention Services, Atlanta School System, Atlanta, GAChapter 11: Professional development in the states: How statutes and regulations target teacher quality to improve student learningPart V – What the research says about the effects of using PLCs in schools and student or teacher learning: Chapter 13: Conclusions, limitations, and implications for future researchDaisy Arredondo RucinskiIndex

Produkt-Details

• Erscheint lt. Verlag: 8.12.2016
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Schulbuch / Allgemeinbildende Schulen
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• ISBN-13: 9781475822823 / 9781475822823