• 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.

Implementing Instructional Strategies
Implementing instructional strategies

As practitioners involved in the work of Whole-Faculty Study Groups, the greatest rewards are (a) the knowledge that study groups are self-perpetuating and ongoing, (b) the outcome that services and support provided will impact the lives of children for years to come, and (c) the realization that this structure will forever change the way teachers work. The following chapter chronicles the journey of one Georgia middle school and elaborates just one of its many successes.

Context for Strategy Development

In 1992, the Washington County Schools, under the leadership of Grace Davis, contacted Carlene Murphy in order to begin training in what was then called “Models of Teaching” (and that later evolved into the Whole-Faculty Study Group System). For one week during the ...

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