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 7: Answering the Question: Do Professional Learning Communities Really Work?
Answering the Question: Do Professional Learning Communities Really Work?
Recently, the literature has been replete with calls for more collaboration among teachers to help form a culture of continuous learning (DuFour, 2003a; DuFour & Eaker, 1998; Hord, 1997; Murphy & Lick, 2005) as a way to reshape entrenched school cultures. These educational theorists claim that schools should transform themselves into professional learning communities in order to improve teachers’ professional practice and change the structure and culture of the school.
Professional learning communities are being pushed by many (Darling-Hammond, 1997b; DuFour & Eaker, 1998; Eaker, DuFour, & Burnette, 2002; Hord, 1997; Lick, 2000; Murphy & Lick, 2005; Sparks, 2002) in the field of education as a panacea for educational ...