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.
Chapter 11: Building Commitment
Building and sustaining commitment is key to a successful Whole-Faculty Study Group (WFSG) System in any school. You can't start a WFSG process without commitment, and you can't maintain your WFSG process without nurturing and sustaining your commitment every day.
Some Early Slips
Eight years before we embarked on the WFSG plan (when Dr. Sherman first became principal at Clarke Middle School) a group of teachers worked together to develop our own homegrown, shared decision-making and governance process. We were sincere in our efforts, but we were naïve about many things. One of our fatal flaws was to build into the plan an opportunity for faculty to “opt out” of the responsibility for school improvement and shared decisions, as long as those who decided ...