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 28: Developing and Supporting Leaders: A New Day, a New Way with New Results
Developing and Supporting Leaders: A New Day, a New Way with New Results
To improve student achievement, where should a state focus its efforts: on improving teacher quality or improving the quality of leadership in schools and school districts? Proponents of teacher support could argue that research indicates quality teaching has the greatest impact on student achievement (Haycock, 1998; Rice, 2003; Rivkin, Hanushek, & Kain, 1998; Sanders & Rivers, 1998). Those with broad organizational perspectives can make an equally strong case that teachers do not work in a vacuum. Rather, teachers perform within their district and schools’ systems of teaching and learning and within the cultures created, led, and [Page 236]supported by district ...