Growing discontent with the performance of educational institutions is common in the USA today and little is being done to address the real problem - that of the need to reform and restructure the entire educational system. A key issue in this reform is the training and development of leaders in educational administration; as experienced "leaders" retire, so new professionals are called to assume the mantle of the "old hands" and vital new opportunities exist for those willing to take up the challenge.; This vitally practical text is about the selection, preparation and professional development of aspiring school leaders over the course of their careers, concentrating on ways to increase their overall effectiveness - particularly in changing times. It looks at changes that have been made and considers what can be adapted from existing systems in order to make radical improvements for those in leadership positions.; It is intended for use by postgraduate students in education, teacher trainings, heads of education faculties and teachers in leadership positions, school board members and aspirant superintendents.

Growing discontent with the performance of educational institutions is common in the USA today and little is being done to address the real problem - that of the need to reform and restructure the entire educational system. A key issue in this reform is the training and development of leaders in educational administration; as experienced "leaders" retire, so new professionals are called to assume the mantle of the "old hands" and vital new opportunities exist for those willing to take up the challenge.; This vitally practical text is about the selection, preparation and professional development of aspiring school leaders over the course of their careers, concentrating on ways to increase their overall effectiveness - particularly in changing times. It looks at changes that have been made and considers what can be adapted from existing systems in order to make radical improvements for those in leadership positions.; It is intended for use by postgraduate students in education, teacher trainings, heads of education faculties and teachers in leadership positions, school board members and aspirant superintendents.

The ultimate collection for building a world-class professional learning program

This groundbreaking 7-book series, co-developed by Learning Forward and Corwin, closes the "knowing-doing" gap by guiding educational leaders through the process for implementing the Learning Forward Standards for Professional Learning. Each volume tackles an individual standard, providing: Original essays written by leading experts in the field to promote deeper understandings of the meaning of each standard An array of templates, tools, and protocols to help you design and delivery quality professional learning in your own district or school Case studies of districts "getting it right" and educators who have realized the promise of effective professional learning

Part of a groundbreaking 7-book series, co-developed by Learning Forward and Corwin, this book closes the "knowing-doing" gap by guiding educational leaders through the process for implementing the Learning Forward Standard for Professional Learning: Leadership. Tackling the Leadership standard, it provides: Original essays written by leading experts in the field to promote deeper understandings of the meaning of the Leadership standard An array of templates, tools, and protocols to help you design and delivery quality professional learning in your own district or school Case studies of districts "getting it right" and educators who have realized the promise of effective professional learning.

The ultimate collection for building a world-class professional learning program! This groundbreaking 7-book series, co-developed by Learning Forward and Corwin, closes the "knowing-doing" gap by guiding educational leaders through the process for implementing the Learning Forward Standards for Professional Learning. Each volume tackles an individual standard, providing: Original essays written by leading experts in the field to promote deeper understandings of the meaning of each standard An array of templates, tools, and protocols to help you design and delivery quality professional learning in your own district or school Case studies of districts "getting it right" and educators who have realized the promise of effective professional learning

Lead successful, lasting reform in your school or district There's no doubt about it: real educational reform happens one school at a time, one classroom at a time. No matter what change your school or district is facing, this definitive book shows how to involve teachers and staff as partners, every step of the way. Shirley Hord and Gene Hall are highly acclaimed experts on K-12 change management with their Concerns-Based Adoption Model (CBAM), a rigorously field-tested approach that has benefitted schools and districts for more than two decades. Now this respected team, joined by co-author James Roussin, shares their hands-on techniques with you in this practical guide. This complete change management program enables you to Understand, predict, and address educator concerns and reactions that may arise during the change process Use a series of powerful Learning Map activities to guide and support individuals and teams to navigate their own change efforts successfully Promote collaboration and learning throughout a change initiative, transforming skeptics into supporters Experience the CBAM model in action through a running case study Implementing Change Through Learning offers realistic, people-centered strategies that help you develop trust and credibility with all teachers and staff involved, setting a foundation for reform that lasts.

The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

This research-based sequel to Leading Professional Learning Communities focuses on the practical process of implementing, improving, and sustaining PLCs. Appropriate for groups at all stages of PLC development, this field book helps educators improve PLC operations by facilitating individual and group development and growth. The authors provide learning opportunities that generate conversations about adult learning and contribute to supportive conditions that strengthen teacher quality and raise student outcomes.

"Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors' extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." -From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." -Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a 'head learner.'" -Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book's dual focus on principles and 'rocks in the road' provide a grounded basis for school leaders. A dog-eared copy should be in every principal's office and in every professional developer's tool kit." -Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors' rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." -Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal's critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.

"Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors' extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." -From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." -Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a 'head learner.'" -Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book's dual focus on principles and 'rocks in the road' provide a grounded basis for school leaders. A dog-eared copy should be in every principal's office and in every professional developer's tool kit." -Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors' rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." -Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal's critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.

This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews. A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's model, Phases of Change (1985), which includes initiation, implementation, and institutionalization. The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs. Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to

The ultimate collection for building a world-class professional learning program

This groundbreaking 7-book series, co-developed by Learning Forward and Corwin, closes the "knowing-doing" gap by guiding educational leaders through the process for implementing the Learning Forward Standards for Professional Learning. Each volume tackles an individual standard, providing: Original essays written by leading experts in the field to promote deeper understandings of the meaning of each standard An array of templates, tools, and protocols to help you design and delivery quality professional learning in your own district or school Case studies of districts "getting it right" and educators who have realized the promise of effective professional learning

Increasingly the education world is recognizing that the development of learning communities is an effective means for improving schools without increasing the budget or adding new programs. This indispensable volume offers practical advice gathered from 22 schools (elementary, middle, and high schools) that have successfully modeled or are creating professional learning communities. The right book at the right time, this authoritative volume: Clearly defines the professional learning community—what it looks like and how it operates. Identifies the benefits that accrue to staff and students. Outlines the strategies required to launch, develop, and sustain a community of professional learners that will promote student learning. Examines the construction of learning communities, including the roles and perspectives of teachers, students, principals, superintendents, and community participants. Focuses on the important part the principal plays in spurring change by building trust with teachers and other staff.