Pub. Date:
SAGE Publications
Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development / Edition 2

Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development / Edition 2

by Sylvia M. Roberts


View All Available Formats & Editions
Current price is , Original price is $39.95. You
Select a Purchase Option (Second Edition)
  • purchase options
    $8.42 $39.95 Save 79% Current price is $8.42, Original price is $39.95. You Save 78.92365456821025%.
    • Free return shipping at the end of the rental period details
    • Textbook Rentals in 3 Easy Steps  details
    Note: Access code and/or supplemental material are not guaranteed to be included with textbook rental or used textbook.
  • purchase options
    $33.56 $39.95 Save 16% Current price is $33.56, Original price is $39.95. You Save 16%.
  • purchase options
    $18.45 $39.95 Save 54% Current price is $18.45, Original price is $39.95. You Save 54%.
    Note: Access code and/or supplemental material are not guaranteed to be included with textbook rental or used textbook.

Product Details

ISBN-13: 2901412968941
Publisher: SAGE Publications
Publication date: 09/26/2008
Edition description: Second Edition
Pages: 272
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author

Sylvia M.Roberts heads programs in educational administration and supervision at the City College of New York, teaching graduate coursework in educational administration and supervision. Roberts has also taught in middle school and served as consultant and facilitator in numerous school districts.

Eunice Z. Pruitt is currently an educational consultant and director of professional development for Corn Associates, helping schools align their curriculum and assessment practices with state core curriculum standards. As well as teaching and serving as principal in elementary schools, Pruitt has also taught graduate courses at the City University of New York in leadership, educational planning, and systems problem solving.

Table of Contents

Foreword Susan Sullivan ix

Preface xi

Acknowledgments xiv

About the Authors xv

1 The Professional Learning Community: An Overview 1

Preview of the Chapter 1

What Is a Learning Community? 2

What Are the Characteristics of a Learning Community? 6

What Is the Role of the Learning Community in an Age of Accountability? 11

What Are the Key Elements of the School Improvement Framework for Learning Community Schools? 13

How Is Student Achievement Affected by the Learning Community Model? 15

How Are Teachers Affected by the Learning Community? 18

How Do Reflection and Reflective Practice Contribute to the Building of Learning Communities? 20

Conclusion 25

Making It Work 25

Assessment of Implementation of Learning Community Characterics 27

Activities 29

2 Learning Through Shared Leadership 31

Preview of the Chapter 31

What Are the Roles of Educational Leaders in a Learning Community? 32

What Steps Must a Principal Take to Develop a Shared Mission and Vision? 37

What Strategies Can Educational Leaders Use to Communicate and Sustain the Vision? 46

What About Emotional Intelligence and Leadership? 48

How Do Principals Build the Trust That Contributes to Improved Student Achievement? 51

What Communication Skills Do Leaders Need to Successfully Lead Learning Communities? 53

What Do Leaders Need to Know About the Change Process? 57

How Do You Begin the Process of Building a Learning Community? 59

Conclusion 61

Making It Work 62

Activities 64

3 Learning Through Ongoing Professional Development 65

Preview of the Chapter 65

What Are the Guiding Principles for Professional Development in Learning Communities? 66

What Strategies Meet theNeeds of Adults as Learners? 73

How Can We Find Enough Time for Professional Development? 77

How May We Assess the Effectiveness of Professional Development? 79

How Do We Get Started With Professional Development? 81

Steps for Designing Staff Development 82

Conclusion 83

Making It Work 84

Activities 88

4 Learning Through Teamwork 89

Preview of the Chapter 89

How Can We Overcome Barriers to Effective Teamwork? 89

What Behaviors Promote Effective Teamwork? 95

What Are the Stages of Group Development? 97

How May Conflict Among Team Members Be Effectively Managed? 101

What Are Effective Ways for Teams to Make Decisions? 102

How Should Meetings Be Conducted to Promote Team Development in Learning Communities? 105

Conclusion 106

Making It Work 107

Activities 111

5 Learning Through Study Groups 113

Preview of the Chapter 113

What Is a Study Group? 114

What Are the Purposes and Benefits of Study Groups for a Community of Learners? 120

How Do You Initiate a Study Group? 122

How Can Teacher Book Study Groups Be Planned and Conducted? 130

Conclusion 136

Making It Work 136

6 Learning Through Classroom Observation 141

Preview of the Chapter 141

What Is the Purpose of Classroom Observation? 142

How Does the Standards-Based Walk-Through for Teachers Contribute to a Culture of Collaborative Instruction? 144

How Does Conferencing With Teachers Set the Stage for the Classroom Observation Process? 150

How Does Clinical Supervision Improve Learning and Foster Collaboration? 155

What About the Observation of the Differentiated Classroom? 159

Conclusion 163

Making It Work 164

7 Learning Through Collaborative Approaches 167

Preview of the Chapter 167

How May Issues of Equity and Diversity be Addressed in a Collaborative Learning Community? 168

What Is the Role of Collaboration in the Learning Community? 172

How Do Mentoring and Coaching Enhance the Learning Community? 173

How Does Collaborative Assessment of Student Work Build Learning Communities? 181

How May We Collaborate With Parents in Learning Communities? 186

Conclusion 189

Making It Work 189

Activities 195

8 Learning Through Professional Portfolios 197

Preview of the Chapter 197

What Is the Role of Professional Portfolios in the Learning Community? 199

What Goes Into a Professional Portfolio? 202

How Do You Get Started Developing the Portfolio? 203

How Should the Portfolio Be Organized? 204

What About Electronic Portfolios? 205

How May the Portfolio be Evaluated? 209

What Strategies Support the Development and Use of Portfolios in the Learning Community? 209

Conclusion 210

Making It Work 211

Activities 214

9 Sustaining the Professional Learning Community 215

Preview of the Chapter 215

How Do We Sustain a Culture That Supports a Collaborative Approach to Improving Instructional Practice and Student Outcomes? 216

How Do We Sustain the Structures That Support Learning Community Schools? 222

What Must We Do to Maintain the Focus on Continuous Student Learning That Characterizes Learning Communities? 223

How Do We Maintain a Focus on the School's Mission and Shared Vision Statements That Stress Student Achievement? 227

What Steps Must Be Taken to Ensure That Shared Leadership Is Sustained in Learning Community Schools? 229

Conclusion 230

Making It Work 230

Activities 234

References 235

Index 245

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews