Guiding Professional Learning Communities Inspiration, Challenge, Surprise, and Meaning

ISBN-10: 141297271X

ISBN-13: 9781412972710

Edition: 2010

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Book details

List price: $27.99
Copyright year: 2010
Publisher: Corwin Press
Publication date: 12/22/2009
Binding: Paperback
Pages: 240
Size: 8.50" wide x 10.75" long x 0.75" tall
Weight: 1.496
Language: English

James L. Roussin has been committed to improving teaching and learning in schools across the United States and abroad for the past 26 years. He has worked as a language arts teacher; gifted coordinator; ESL coordinator; curriculum director; executive director of teaching, learning, and school improvement; adjunct professor; and educational consultant.Roussin is currently working as a strategic change consultant, and is the executive director for Generative Human Systems. Roussin helped to revitalize the Minnesota Staff Development Council from 1998 to 2004 and served as its president for four of those years. He is currently serving as a board trustee on the National Staff Development Council. He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a national trainer for leadership development, cognitive coaching, adaptive schools, QLD (quality leadership by design)-S.M.A.R.T. goals, and program evaluation.In February of 2006, Roussin traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. More recently, he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards.Roussinrsquo;s current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science.

Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities. Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change. She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices. In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico. Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012).

William A. Sommers is currently the Learning Alternatives director and leadership coach for Spring Lake Park District 12 in Spring Lake Park, Minnesota, consultant, and author. He is the former director of leadership & organizational development for Manor ISD in Texas, the former executive director for secondary curriculum and professional learning for Minneapolis Public Schools, and a school administrator for over 30 years. He has also been a Senior Fellow for the Urban Leadership Academy at the University of Minnesota. Sommers also has served as an adjunct faculty member at Texas State University, Hamline University, University of St. Thomas, St. Mary's University, Union Institute, and Capella University.Sommers was on the Board of Trustees for five years and past-president for the National Staff Development Council. He has been a presenter in preconferences and conference sessions for 12 consecutive years and continues to work as a senior consultant for NSDC.Since 1990, he has been an associate trainer for the Center for Cognitive Coaching based in Denver, Colorado. He has been a program director for an adolescent chemical dependency treatment center and on the board of a halfway house for 20 years.Sommers has co-authored seven books, Living on a Tightrope: A Survival Handbook for Principals, Becoming a Successful Principal: How to Ride the Wave of Change Without Drowning, Reflective Practice to Improve Schools, a Trainer's Companion, Energizing Staff Development Using Video Clips, Leading Professional Learning Communities, and Principal's Field Manual . He is currently workingnbsp;on Trainer's Companion for Habits of Mind (2009).In addition to writing many articles regarding coaching, assessment, and reflective thinking, he also does training in reflective practice, leadership, organizational development, conflict management, poverty, thinking skills, brain research, and classroom management. From 1970 to the present, he has been in K-12 education as a teacher and principal in urban, suburban, and rural schools. Sommers is a practitioner who integrates theory into the learning opportunities he facilitates.

Foreword
Acknowledgments
About the Authors
Introduction: Things You Need to Know Before You Use This Book
Words to the Wise: Before You Begin
Learning Opportunities: Tools, Tasks, Deep Thinking, and a Wee Bit of Trivia
A Crisp Rationale for PLCs
Benefits to Staff and to Students: A Flamingo Dialogue
Research-Based Components of a PLC: A Jigsaw
Shared Beliefs, Values, and Vision
Overview and Current Thinking
My Personal Learning Compass
Creating a Culture of Academic Optimism
Prioritized Abandonment
Discovering Our Core Values
Shared and Supportive Leadership
Overview and Current Thinking
Friendly Feedback for the Principal
A Guide for Making Decisions
Learning Conversations
Planting the PLC in a Strong Culture
Positive Deviance
Distributed Leadership
Structural Conditions
Overview and Current Thinking
Time and Other Essential Ingredients
Assessing the Effectiveness of PLC Meetings
Assessment for PLC Development
The Learning Community's WORK
Identifying a PLC Learning Goal
Traffic Light Indicator
Relational Conditions
Overview and Current Thinking
The Importance of Trust in the PLC
Group Development
Mapping Collaborative Interactions
Relational Conditions
Building Consensus
Defusing Conflict in a PLC
Intentional Collective Learning and Its Application
Overview and Current Thinking
Leadership and the Enemies of Learning
Twelve Principles for Effective Adult Learning
The PLC Action Plan
Listening Together in the PLC
Using the Stages of Concern to Connect Professional Learning to the Classroom
Using the Levels of Use (LoU) to Connect Professional Learning to the Classroom
PLC Growth Development Profile
Sharing Personal Practice
Overview and Current Thinking
"Foursight" for Learning: Four Focus Areas to Consider in Monitoring for Student Learning
Four Conversations
Coaching: Transferring Adult Learning to the Classroom or What's Learned Here Leaves Here
Reflection Protocols
Video Sharing Protocol
Bringing Closure
Resource A
References
Index
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