Summary
Contents
Subject index
Master one of today's most successful school reform and school improvement strategies!
The Whole-Faculty Study Group (WFSG) System is a student-centered, teacher-driven process for facilitating major staff development and schoolwide change. When applied properly, it has produced extraordinary results for thousands of educators and students in schools and school districts across the country.
The Whole-Faculty Study Groups Fieldbook is a comprehensive guide to applying the WFSG process. Edited by Dale Lick and Carlene Murphy, this practical manual provides concrete strategies for implementing and sustaining a school improvement process in any environment. Offering extensive experience, each contributor explores a different aspect of Whole-Faculty Study Groups and supplies lessons learned and many first-hand examples of successful school reform and student performance enhancement. Written to complement existing resources or serve as a stand-alone guide, this book will
Demonstrate how concepts can be applied in a variety of school improvement efforts; Present relevant strategies and activities; Illustrate how to use suggestions in real-world situations; Highlight critical concepts through extensive case examples; Provide helpful tips and lessons learned; Explain how findings can be applied to professional learning communities
Offering numerous illustrations of the WFSG System in action and a comprehensive collection of tools for initiating and sustaining successful improvement programs, this fieldbook is an essential resource for K-12 administrators, staff developers, and teachers involved with any type of school transformation effort.
An Overview of School Reform
School improvement and reform are both “significant local, state, and national issues,” and “truly global issues.” What happens in this global arena will become a critical part of the foundation for the long-term future growth and development of each member-nation in the world community. This situation is one of those “good stories” and “bad stories” for us. On the “good side” is the fact that we have many relevant and meaningful improvement initiatives going on in our schools and school systems today, such as those discussed in the chapters of this Fieldbook. On the “bad side,” our general, systemic state and national school improvement and reform efforts are neither adequate nor doing especially well, and ...
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