Guiding professional learning communities : inspiration, challenge, surprise, and meaning

著者

書誌事項

Guiding professional learning communities : inspiration, challenge, surprise, and meaning

Shirley M. Hord, James L. Roussin, William A. Sommers ; foreword by Roland S. Barth

Corwin, c2010

  • : pbk

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注記

Includes bibliographical references (p. 217-220) and index

内容説明・目次

内容説明

"To improve teaching quality and student learning outcomes, someone has to take the reins and lead the effort with intelligence, skill, sensitivity, and a clear sense of purpose. This book offers the 'why' and 'how' to those willing to take on the challenge to accomplish that goal." -Thomas R. Guskey, Professor of Educational Psychology University of Kentucky "This book places 'learning in community' at the forefront of PLC work. The authors provide a treasure trove of cognitively engaging learning opportunities that build a communal knowledge base." -Diane Zimmerman, Superintendent Old Adobe Union School District, Petaluma, CA "Too often PLCs are treated as events. The authors of this fine book make clear that an authentic PLC is about embracing a form of leadership and learning in schools that requires fearless examination of teaching practices, faculty interactions, and student learning toward the goal of increased successful student learning. The book is rich with information, resources, and learning activities revealing how this can be accomplished." -Robert J. Garmston, Cofounder, Institute for Intelligent Behavior Professor Emeritus, California State University, Sacramento The how-to guide for developing, implementing, and sustaining a PLC! Shirley M. Hord and William A. Sommers' best-selling book Leading Professional Learning Communities introduced educators to the research-based components of an effective professional learning community (PLC). Now this implementation handbook offers more than 30 structured "learning opportunities" to help busy educators put the components into practice. Ideal as a companion to the original book but also valuable as a standalone resource, this sequel guides educators in developing a new PLC or sustaining an existing one. Members of PLCs can use the engaging learning opportunities to facilitate individual and team development by exploring: Beliefs, values, and vision Shared leadership Structural conditions Relational conditions Intentional learning Sharing personal practice Guiding Professional Learning Communities is a rich field guide for increasing and enhancing teaching quality through the power of educators learning together.

目次

Foreword by Roland S. Barth Acknowledgments About the Authors Part I. Introduction: Things You Need to Know Before You Use This Book Part II. Words to the Wise: Before You Begin Part III. Learning Opportunities: Tools, Tasks, Deep Thinking, and a Wee Bit of Trivia Learning Opportunity 0.1: A Crisp Rationale for PLCs Learning Opportunity 0.2: Benefits to Staff and to Students: A Flamingo Dialogue Learning Opportunity 0.3: Research-Based Components of a PLC: A Jigsaw Component 1: Shared Beliefs, Values, and Vision Overview and Current Thinking Learning Opportunity 1.1: My Personal Learning Compass Learning Opportunity 1.2: Creating a Culture of Academic Optimism Learning Opportunity 1.3: Prioritized Abandonment Learning Opportunity 1.4: Discovering Our Core Values Component 2: Shared and Supportive Leadership Overview and Current Thinking Learning Opportunity 2.1: Friendly Feedback for the Principal Learning Opportunity 2.2: A Guide for Making Decisions Learning Opportunity 2.3: Learning Conversations Learning Opportunity 2.4: Planting the PLC in a Strong Culture Learning Opportunity 2.5: Positive Deviance Learning Opportunity 2.6: Distributed Leadership Component 3: Structural Conditions Overview and Current Thinking Learning Opportunity 3.1: Time and Other Essential Ingredients Learning Opportunity 3.2: Assessing the Effectiveness of PLC Meetings Learning Opportunity 3.3: Assessment for PLC Development Learning Opportunity 3.4: The Learning Community's WORK Learning Opportunity 3.5: Identifying a PLC Learning Goal Learning Opportunity 3.6: Traffic Light Indicator Component 4: Relational Conditions Overview and Current Thinking Learning Opportunity 4.1: The Importance of Trust in the PLC Learning Opportunity 4.2: Group Development Learning Opportunity 4.3: Mapping Collaborative Interactions Learning Opportunity 4.4: Relational Conditions Learning Opportunity 4.5: Building Consensus Learning Opportunity 4.6: Defusing Conflict in a PLC Component 5: Intentional Collective Learning and Its Application Overview and Current Thinking Learning Opportunity 5.1: Leadership and the Enemies of Learning Learning Opportunity 5.2: Twelve Principles for Effective Adult Learning Learning Opportunity 5.3: The PLC Action Plan Learning Opportunity 5.4: Listening Together in the PLC Learning Opportunity 5.5: Using the Stages of Concern to Connect Professional Learning to the Classroom Learning Opportunity 5.6: Using the Levels of Use (LoU) to Connect Professional Learning to the Classroom Learning Opportunity 5.7: PLC Growth Development Profile Component 6: Sharing Personal Practice Overview and Current Thinking Learning Opportunity 6.1: "Foursight" for Learning: Four Focus Areas to Consider in Monitoring for Student Learning Learning Opportunity 6.2: Four Conversations Learning Opportunity 6.3: Coaching: Transferring Adult Learning to the Classroom or What's Learned Here Leaves Here Learning Opportunity 6.4: Reflection Protocols Learning Opportunity 6.5: Video Sharing Protocol Part IV. Bringing Closure Resource A References Index

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