• 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.

Partnering with Teacher Unions for School Improvement
Partnering with teacher unions for school improvement
AdamUrbanskiXochitlPerez Castillo

After nearly two decades of education reform efforts, things today are more like yesterday than ever. The current reforms—such as career ladders for teachers, site-based management, and changes in the evaluation of staff—are necessary but not sufficient to improve teaching and learning substantially. These reforms are getting broader but seldom deeper, and whereas they have heightened the level of comfort that adults have with each other, these reforms often are process fixated and adult oriented. School reforms thus far have had little impact on students and their learning. When it comes to real change, it seems that too many favor reform only as long as it does not require any real ...

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