The Impact of Guiding Coalitions on the Overall Success of Schools Properly Implementing and Sustaining Professional Learning Communities PDF Download
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Author: John E. Lombardi Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
The role of the school administrator and teacher leadership has become increasingly embedded within education. Extensive research and literature suggests teacher leaders are critical in reforming schools. Strong professional learning communities (PLCs) recognize that teacher leadership development must be a purposeful and formal component of their culture. The purpose of this quantitative study was to understand the impact of having or not having a guiding coalition (GC) on the overall success of schools properly implementing and sustaining PLCs. This study explored the perceptions of secondary school administrators throughout Washington State on the five dimensions of PLCs as delineated by the Professional Learning Communities Assessment - Revised (PLCA-R). One hundred and three respondents participated. Insight into sustained PLC development and operation was sought from the results focused on quantitative data from the PLCA-R. The six dimensions measured by the PLCA-R are: Shared in Support of Leadership, Shared Values and Vision, Collective Learning and Application, Shared Personal Practice, Supportive Conditions - Relationships, and Supportive Conditions - Structures. The data were analyzed using means, standard deviations, and t scores using a Welch's t test. The results unequivocally indicate that the establishment of a focused GC is imperative to successfully implementing PLCs in schools. The data also revealed that there was not a statistically significant difference in any of the dimensions of the PLCA-R between schools who were not PLCs and schools that claimed to be PLCs but did not establish a GC as outlined by Solution Tree. The final conclusion of this study is that schools who do not take the time to establish an authentic GC as part of their PLC process are doomed to what Reeves and DuFour call PLC Lite and should seek out other improvement efforts other than PLCs.
Author: John E. Lombardi Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
The role of the school administrator and teacher leadership has become increasingly embedded within education. Extensive research and literature suggests teacher leaders are critical in reforming schools. Strong professional learning communities (PLCs) recognize that teacher leadership development must be a purposeful and formal component of their culture. The purpose of this quantitative study was to understand the impact of having or not having a guiding coalition (GC) on the overall success of schools properly implementing and sustaining PLCs. This study explored the perceptions of secondary school administrators throughout Washington State on the five dimensions of PLCs as delineated by the Professional Learning Communities Assessment - Revised (PLCA-R). One hundred and three respondents participated. Insight into sustained PLC development and operation was sought from the results focused on quantitative data from the PLCA-R. The six dimensions measured by the PLCA-R are: Shared in Support of Leadership, Shared Values and Vision, Collective Learning and Application, Shared Personal Practice, Supportive Conditions - Relationships, and Supportive Conditions - Structures. The data were analyzed using means, standard deviations, and t scores using a Welch's t test. The results unequivocally indicate that the establishment of a focused GC is imperative to successfully implementing PLCs in schools. The data also revealed that there was not a statistically significant difference in any of the dimensions of the PLCA-R between schools who were not PLCs and schools that claimed to be PLCs but did not establish a GC as outlined by Solution Tree. The final conclusion of this study is that schools who do not take the time to establish an authentic GC as part of their PLC process are doomed to what Reeves and DuFour call PLC Lite and should seek out other improvement efforts other than PLCs.
Author: Shirley M. Hord Publisher: Corwin Press ISBN: 141297271X Category : Education Languages : en Pages : 241
Book Description
This research-based sequel to Leading Professional Learning Communities focuses on the practical process of implementing, improving, and sustaining PLCs. Appropriate for groups at all stages of PLC development, this field book helps educators improve PLC operations by facilitating individual and group development and growth. The authors provide learning opportunities that generate conversations about adult learning and contribute to supportive conditions that strengthen teacher quality and raise student outcomes.
Author: Shirley M. Hord Publisher: Corwin Press ISBN: 1452294259 Category : Education Languages : en Pages : 185
Book Description
"Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." —From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." —Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit." —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.
Author: Richard DuFour Publisher: Solution Tree Press ISBN: 1935543385 Category : Education Languages : en Pages : 190
Book Description
Are you a K–8 principal ready to implement the PLC at WorkTM process? Two experienced practitioners show you how to explore the critical components needed to lay the foundation of a PLC, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, how to reflect on your communication effectiveness, and more.
Author: Richard DuFour Publisher: Solution Tree ISBN: 9781879639607 Category : Education Languages : en Pages : 0
Book Description
Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.
Author: Jane Bumpers Huffman Publisher: R&L Education ISBN: 1578860539 Category : Education Languages : en Pages : 194
Book Description
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
Author: Shirley M. Hord Publisher: Teachers College Press ISBN: 9780807744116 Category : Education Languages : en Pages : 196
Book Description
Increasingly the education world is recognizing that the development of learning communities is an effective means for improving schools without increasing the budget or adding new programs. This indispensible volume offers practical advice gathered from 22 schools (elementary, middle, and high schools) that have successfully modeled or are creating professional learning communities.
Author: Giselle O. Martin-Kniep Publisher: John Wiley & Sons ISBN: 0787985139 Category : Education Languages : en Pages : 245
Book Description
Communities That Learn, Lead, and Last offers a fresh and compelling perspective while providing practical guidance for schools and districts on how to develop "professional learning communities" that serve to instill educational ideals, share wisdom, improve practice, and enhance capacity across the system. Comprised of any combination of teachers, school leaders, staff developers, district personnel, and even students, professional learning communities, as described in this book, break new ground and challenge the status quo by focusing on the reconciliation of individual and organizational expertise, vision, and needs through a variety of collaborations, activities and projects?ranging from classroom-related work to broader issues of policy, leadership, and organizational improvement. Depending on their needs, maturity, purpose, and membership, professional learning communities can be centered on learning, leading, or lasting. Showing how such communities can become the means for improving teaching and learning, as well as promote and sustain educational innovations, the book maps out the community-building essentials, providing guidance, tools, and carefully crafted rubrics.
Author: Kristine Kiefer Hipp Publisher: R & L Education ISBN: 9781607090502 Category : Education Languages : en Pages : 0
Book Description
This book offers information, examples and case studies to clarify the concept of a professional learning community, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement.
Author: Sylvia M. Roberts Publisher: Corwin Press ISBN: 1412968941 Category : Education Languages : en Pages : 273
Book Description
Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!
Author: John E. Lombardi
Author: John E. Lombardi
Author: Shirley M. Hord
Author: Shirley M. Hord
Author: Richard DuFour
Author: Richard DuFour
Author: Jane Bumpers Huffman
Author: Shirley M. Hord
Author: Giselle O. Martin-Kniep
Author: Kristine Kiefer Hipp
Author: Sylvia M. Roberts