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 9: Implementing Study Groups for Principals
Implementing Study Groups for Principals
To state that the role of the principal has changed in the past five years would be an understatement. Going from managing schools to leading reform has placed both seasoned and beginning principals on a major learning track. Besides dealing with the regular daily problems and demands, we are now challenging leaders to develop a context of a professional learning community in which continual, rigorous learning exists for both teachers and students. Yet, who is responsible for creating this context for principals? How do we ensure that principals have the knowledge, tools, and experiences that allow principals to facilitate the change in the culture of schools from that of isolation to one of collaboration?
It was these ...