• 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.

The Whole-Faculty Study Groups Rubric: Defining Context, Process, and Content
The whole-faculty study groups rubric: Defining context, process, and content
CarleneU.Murphy

Would you recognize a high performing study group if you saw one? Do you know the difference between a professional learning community (PLC) that “meets to satisfy an expectation that teachers collaborate” and one that “holds itself accountable for having a measurable impact on student learning”? If your answer is “No” to either question, this chapter will help you turn “No” into “Yes.”

In the fall of 2005, I conducted a Whole-Faculty Study Group (WFSG) Basic Training Institute for a district in a state where the state department of education strongly recommended that all schools have faculties in PLCs. This recommendation, since 2002, had been communicated across ...

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