• 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.

Planning and Implementing Strategies for School Improvement
Planning and implementing strategies for school improvement
EmilyWeiskopf

When teachers learn to facilitate faculty dialogue, they become better at facilitating classroom dialogue; when they listen well to colleagues, they pay the same degree of attention to their students; when they reflect aloud with colleagues, they enable students to reflect aloud; and when they expect to discover evidence to inform their own thinking, they begin to expect students to do the same on the path to problem solving and understanding.

—Linda Lambert (2003, p. 21)

It is with this thought by Linda Lambert that I begin to tell about the school improvement journey of two leaders and a group of dedicated educators that continues today. As of yet, it can not be determined ...

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