ISBN-10:
1412955807
ISBN-13:
9781412955805
Pub. Date:
05/01/2008
Publisher:
SAGE Publications
The Reflective Educator's Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities / Edition 1

The Reflective Educator's Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities / Edition 1

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Overview

The Reflective Educator's Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities / Edition 1

Professional learning communities (PLCs) and action research are popular and proven frameworks for professional development. While both can greatly improve teaching and learning, few resources have combined the two practices into one coherent approach.

The Reflective Educator's Guide to Professional Development provides educators with strategies, activities, and tools to develop inquiry-oriented PLCs. Nationally known school reform experts Nancy Fichtman Dana and Diane Yendol-Hoppey cover the ten essential elements of a healthy PLC, provide case studies of actual inquiry-based PLCs, and present lessons learned to help good coaches become great coaches. With this step-by-step guide, readers will be able to Organize, assess, and maintain high-functioning, inquiry-oriented PLCs, Facilitate the development of study questions, Establish the trust and collective commitment necessary for successful action research, Enable PLC members to develop, analyze, and share research results, Lead successful renewal and reform efforts. By combining two powerful training practices, coaches, workshop leaders, and staff developers can ensure continuous, robust, school-based professional development.

Product Details

ISBN-13: 9781412955805
Publisher: SAGE Publications
Publication date: 05/01/2008
Edition description: New Edition
Pages: 208
Product dimensions: 7.00(w) x 9.90(h) x 0.60(d)
Age Range: 18 Years

About the Author

Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years. During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.

Diane Yendol-Hoppey is the Director of the Benedum Collaborative and a Professor of Education at West Virginia University. The Benedum Collaborative is one of the oldest school/university partnerships in the nation. Diane spent the first thirteen years of her career in education teaching in Pennsylvania and Maryland. In her work at Penn State, the University of Florida, and West Virginia University, Diane focuses on job-embedded teacher professional development and the cultivation of teacher leadership. Her research explores how powerful vehicles for teacher professional development including teacher inquiry, professional learning communities, and coaching/mentoring can support school improvement. She has authored numerous studies which have appeared in such journals as Teachers College Record and Journal of Teacher Education. She is coauthor (with Nancy Fichtman Dana) of three books, The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry, The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities and The Reflective Educator’s Guide to Mentoring: Strengthening Practice through Knowledge, Story, and Metaphor, all from Corwin Press.

Table of Contents


List of Figures     vii
Foreword   Joellen Killion     ix
Preface     xi
Acknowledgments     xv
About the Authors     xix
Facilitating the Professional Development of Others: The Role of Action Research and Professional Learning Communities     1
What Constitutes Powerful Professional Development?     2
What Is Action Research?     4
What Are PLCs?     7
How Can Action Research and PLCs Become the Dynamic Duo?     10
What's in a Name? The Importance of Clarifying Language     13
What Might an Inquiry-Oriented PLC Look Like?     17
Establishing and Maintaining a Healthy Inquiry-Oriented PLC     21
Ten Essential Elements of Healthy Inquiry-Oriented PLCs     23
Assessing the Health of Your PLC     49
Using Action Research to Advance Inquiry-Oriented PLC Work     51
Helping PLC Members Locate a Wondering     53
The Wondering Playground     54
The Wondering Litmus Test     61
Looking Across the Litmus Test Questions and Stories     84
Passion Profiles     91
Helping PLC Members Develop an Action Research Plan     95
Facilitating the Development of an Inquiry Brief: TheInquiry-Planning Meeting     98
The Inquiry Brief Litmus Test     104
Helping PLC Members Analyze Data     113
Data Analysis for the Action Researcher: A Review     116
Coaching Analysis: The Data Analysis Meeting     122
Helping PLC Members Share Their Work With Others     135
The Importance of Sharing: A Review     137
Creating a Space and Time for Sharing     139
Sharing PLC Inquiry Work With a Larger Audience     145
Four Core Components of Sharing     146
Sample Action Research Write-Up     149
Sample Professional Development Plan Form     156
Lake Butler Showcase Program     158
From Good to Great: Lessons Learned in Coaching an Inquiry-Oriented PLC     163
One Dozen Lessons for Coaching Inquiry-Oriented PLCs     164
References     173
Index     179

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