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Building School-Based Teacher Learning Communities Professional Strategies to Improve Student Achievement

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ISBN-10: 0807746797

ISBN-13: 9780807746790

Edition: 2006

Authors: Milbrey W. McLaughlin, Joan E. Talbert, Patricia A. Wasley, Ann Lieberman, Joseph P. McDonald

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Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. McLaughlin and Talbert-foremost scholars of school change and teaching contexts-provide an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.
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Book details

Copyright year: 2006
Publisher: Teachers College Press
Publication date: 3/24/2006
Binding: Paperback
Pages: 160
Size: 6.00" wide x 8.75" long x 0.50" tall
Weight: 0.704

Joseph P. McDonald�is professor of teaching and learning at the Steinhardt School of Culture, Education, and Human Development at New York University. He is the author or coauthor of many books, including, most recently,�Going Online with Protocols�and�Going to Scale with New School Designs.

Learning to Improve Student Achievement
The Essential Role of a School-Based Learning Community for Teachers
Evidence That Teacher Learning Communities Benefit Students
The Empirical Foundation and Organization of the Book
Challenges of Re-culturing Schools into Learning Communities
How Teacher Learning Communities Differ from Typical School Communities
How Do Teacher Learning Communities Improve Student Achievement?
Stages of Learning Community Development and Challenges of Transition
Developing Communities of Practice in Schools
Getting Started: Principles for Developing Communities of Practice
Developing Communities of Teaching Practice: Case Illustrations
School Leadership for Developing Teacher Learning Communities
Tensions and Challenges in Changing School Culture
Professional Development in Support of Teacher Learning Communities
Special Contributions of Off-Site Professional Development
Quality Professional Development and Its Value to Teacher Learning Communities
Implications for Teacher Professional Development Systems
Teacher Learning Communities and the Broader Context
System Administrators
Teachers' Organizations
Professional Developers
Stakeholders: Parents and Community Members
Everyone a Learner: Challenges and Promising Practices
System Administrators
Professional Developers
Community Members
Expanding the Local Learning Agenda
A Local Learning System to Support Teacher Learning Communities
Why Are Teacher Learning Communities Rare?
The District as the Unit of Change
The District as a Local Learning System
Implementing a Local Learning Agenda: Boston Public Schools
Outcomes of Boston's Learning System
Research for School-Based Learning Communities
About the Authors