• 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.

Changing School Culture
Changing school culture
JillPottsJeffZoul

This is a story about the impact that Whole-Faculty Study Groups had on the school we were assigned to lead in the 2002–2003 school year. As the new administrators at Coal Mountain Elementary, we faced some challenges in moving the school in a new direction. We knew that the school had significant potential for improving, yet the existing culture did not support a climate of change. We learned that the underlying strengths of the school offered untapped resources for building an exemplary professional learning community.

Our challenge was to mine this potential without sacrificing the fundamental elements of community and tradition that had defined this school for many years. We needed to find a way to unite a faculty of caring, ...

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