School leaders play a vital role in creating professional learning communities within schools by bringing stakeholders together to engage in a four-step process: 1) creating a mission statement, 2) developing a vision, 3) developing value statements, and 4) establishing goals. This process allows the school community to identify shared values and priorities to work towards. The principal then communicates and models the mission, vision, values, and goals established to ensure they are embedded in the daily life of the school. When implemented successfully, this process can help improve schools by developing a cooperative culture where teachers collaborate and focus on student learning.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ivy, adam the challenge of building professional learning communitiesWilliam Kritsonis
This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ivy, adam the challenge of building professional learning communitiesWilliam Kritsonis
This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving education.
The importance of Professional Learning Communitie for School ImprovementJACQUELINE VILELA
This document discusses the importance of professional learning communities (PLCs) for school improvement. It defines PLCs as groups that allow educators, especially teachers and school leaders, to engage with one another and continuously improve their practices. The document outlines several key benefits of PLCs, including building collaborative relationships, engaging educators in consistent learning, and addressing inequities in teaching. It emphasizes that the principal plays a critical role in facilitating PLCs and creating a positive school culture where teachers can collaborate and learn from one another.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Professional learning communities (PLCs) can promote effective professional development when certain attributes are present. PLCs work best with supportive and shared leadership, a focus on collective learning and creativity, shared values and vision, supportive conditions for collaboration, and a willingness to share personal teaching practices. Regular collaboration in PLCs allows teachers to learn from each other, address specific challenges, and continuously improve instruction to enhance student learning.
The document discusses managing a learning environment and the role of principals as instructional leaders. It notes that principals must focus on improving student achievement through collaboration around learning goals. Effective principals make strong connections with students, staff, and the community. They address the needs of teachers who may feel isolated by engaging with them regularly through quality conversations.
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This document presents a model for developing teacher leaders. It discusses key aspects of teacher leadership including defining a vision, valuing leadership roles, and facing obstacles. The model identifies essential knowledge, skills, and dispositions for teacher leadership including understanding change processes, developing advocacy and collaboration skills, and exhibiting dispositions like risk-taking and efficacy. The document provides recommendations for teacher educators and administrators to use this model by focusing professional development on these areas and creating opportunities for teachers to strengthen their leadership abilities.
This document discusses rethinking school leadership and transformation. It provides:
1) Evidence that current school improvement strategies are reaching limits and not addressing complex issues blocking further progress.
2) A call for a new paradigm of school leadership focused on transformation rather than just incremental improvement. This would develop five minds - disciplined, synthesizing, creating, respectful and ethical/spiritual - and address complex problems through systems thinking.
3) Examples of systemic leadership approaches using communities and networks to holistically drive change through developing leadership in others over the long term.
In 3 sentences or less, it argues that a new paradigm is needed to transform schools for the 21st century by developing leaders' abilities to
THESIS 2:Ex A Qualitative Analysis of distributed Leadership and Teacher Pers...Azreen5520
This study aimed to analyze teachers' perceptions of principal practices that influence distributed leadership in schools. The researcher conducted a qualitative study using an online questionnaire and focus groups with 57 middle school teachers. The study sought to identify principal practices that positively or negatively impact distributed leadership according to teachers. It also examined teachers' views on the benefits and drawbacks of distributed leadership. The findings provide insights for principals on how to foster distributed leadership models in schools to improve teaching and learning.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Pub...William Kritsonis
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982)
This document summarizes a study that examined teachers' perceptions of collaboration at two South African schools that received an award for being inviting schools. The study used Hord's model of professional learning communities to assess collaboration. Hord's model includes five dimensions: shared leadership, shared vision and values, individual and shared learning, shared practices, and supportive conditions. The results showed that teachers perceived collaboration was present at both schools based on the five dimensions being evident. The study validated that Hord's model is consistent with the assumptions of Invitational Education theory regarding collaboration being a cooperative activity.
Ie usahk qualitative journal of education second revisionsteyngm1
This document summarizes a study that explored the lived experiences of staff in implementing Invitational Education (IE) in schools in the United States and Hong Kong. The study collected data through an open-ended electronic survey of 18 participants who had experience implementing IE in their schools. The survey explored effective professional development programs for IE implementation and the role of leadership and teachers. The major findings that emerged were: 1) effective IE implementation requires leaders who model IE principles and support ongoing professional development, 2) teachers must be committed to IE and view professional development favorably for implementation to succeed, and 3) professional development on IE should involve long-term learning programs with active participation and support from school leadership.
This document discusses Ayn Rand's Objectivist philosophy, which argues that selfishness is a virtue and selflessness is a vice. It makes three key points:
1) Rand believes that individuals should pursue their own happiness and interests, rather than prioritizing the happiness of others. Productive work and achievement are moral values according to Rand.
2) Self-esteem is another important virtue in Rand's view - individuals should value themselves highly and focus on self-improvement. Capitalism best enables growth by allowing freedom.
3) Rand's moral code holds that right and wrong can be clearly defined, with no room for ambiguity. Goodness lies in pursuing one's rational self-interest through work and
Apple has made excellent use of the network economy through its interoperable products like iTunes, benefiting from increased users and content. Kelly's Laws of Plentitude and Allegiance helped drive iTunes' and Apple's exponential growth, as more users and loyalty bred more users, rather than lower prices reducing demand. The success of the App Store, modeled after iTunes, showed Apple's ability to instantly scale new platforms.
Biznes plan przedsiębiorstwa internetowego MLMveryfikator
Schemat prezentuje zasady dzialania przedsiębiorstwa budującego sieć konsumentów zaopatrujących się przez internet w produkty bezpośrednio od producenta.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving education.
The importance of Professional Learning Communitie for School ImprovementJACQUELINE VILELA
This document discusses the importance of professional learning communities (PLCs) for school improvement. It defines PLCs as groups that allow educators, especially teachers and school leaders, to engage with one another and continuously improve their practices. The document outlines several key benefits of PLCs, including building collaborative relationships, engaging educators in consistent learning, and addressing inequities in teaching. It emphasizes that the principal plays a critical role in facilitating PLCs and creating a positive school culture where teachers can collaborate and learn from one another.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Professional learning communities (PLCs) can promote effective professional development when certain attributes are present. PLCs work best with supportive and shared leadership, a focus on collective learning and creativity, shared values and vision, supportive conditions for collaboration, and a willingness to share personal teaching practices. Regular collaboration in PLCs allows teachers to learn from each other, address specific challenges, and continuously improve instruction to enhance student learning.
The document discusses managing a learning environment and the role of principals as instructional leaders. It notes that principals must focus on improving student achievement through collaboration around learning goals. Effective principals make strong connections with students, staff, and the community. They address the needs of teachers who may feel isolated by engaging with them regularly through quality conversations.
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This document presents a model for developing teacher leaders. It discusses key aspects of teacher leadership including defining a vision, valuing leadership roles, and facing obstacles. The model identifies essential knowledge, skills, and dispositions for teacher leadership including understanding change processes, developing advocacy and collaboration skills, and exhibiting dispositions like risk-taking and efficacy. The document provides recommendations for teacher educators and administrators to use this model by focusing professional development on these areas and creating opportunities for teachers to strengthen their leadership abilities.
This document discusses rethinking school leadership and transformation. It provides:
1) Evidence that current school improvement strategies are reaching limits and not addressing complex issues blocking further progress.
2) A call for a new paradigm of school leadership focused on transformation rather than just incremental improvement. This would develop five minds - disciplined, synthesizing, creating, respectful and ethical/spiritual - and address complex problems through systems thinking.
3) Examples of systemic leadership approaches using communities and networks to holistically drive change through developing leadership in others over the long term.
In 3 sentences or less, it argues that a new paradigm is needed to transform schools for the 21st century by developing leaders' abilities to
THESIS 2:Ex A Qualitative Analysis of distributed Leadership and Teacher Pers...Azreen5520
This study aimed to analyze teachers' perceptions of principal practices that influence distributed leadership in schools. The researcher conducted a qualitative study using an online questionnaire and focus groups with 57 middle school teachers. The study sought to identify principal practices that positively or negatively impact distributed leadership according to teachers. It also examined teachers' views on the benefits and drawbacks of distributed leadership. The findings provide insights for principals on how to foster distributed leadership models in schools to improve teaching and learning.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Pub...William Kritsonis
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982)
This document summarizes a study that examined teachers' perceptions of collaboration at two South African schools that received an award for being inviting schools. The study used Hord's model of professional learning communities to assess collaboration. Hord's model includes five dimensions: shared leadership, shared vision and values, individual and shared learning, shared practices, and supportive conditions. The results showed that teachers perceived collaboration was present at both schools based on the five dimensions being evident. The study validated that Hord's model is consistent with the assumptions of Invitational Education theory regarding collaboration being a cooperative activity.
Ie usahk qualitative journal of education second revisionsteyngm1
This document summarizes a study that explored the lived experiences of staff in implementing Invitational Education (IE) in schools in the United States and Hong Kong. The study collected data through an open-ended electronic survey of 18 participants who had experience implementing IE in their schools. The survey explored effective professional development programs for IE implementation and the role of leadership and teachers. The major findings that emerged were: 1) effective IE implementation requires leaders who model IE principles and support ongoing professional development, 2) teachers must be committed to IE and view professional development favorably for implementation to succeed, and 3) professional development on IE should involve long-term learning programs with active participation and support from school leadership.
This document discusses Ayn Rand's Objectivist philosophy, which argues that selfishness is a virtue and selflessness is a vice. It makes three key points:
1) Rand believes that individuals should pursue their own happiness and interests, rather than prioritizing the happiness of others. Productive work and achievement are moral values according to Rand.
2) Self-esteem is another important virtue in Rand's view - individuals should value themselves highly and focus on self-improvement. Capitalism best enables growth by allowing freedom.
3) Rand's moral code holds that right and wrong can be clearly defined, with no room for ambiguity. Goodness lies in pursuing one's rational self-interest through work and
Apple has made excellent use of the network economy through its interoperable products like iTunes, benefiting from increased users and content. Kelly's Laws of Plentitude and Allegiance helped drive iTunes' and Apple's exponential growth, as more users and loyalty bred more users, rather than lower prices reducing demand. The success of the App Store, modeled after iTunes, showed Apple's ability to instantly scale new platforms.
Biznes plan przedsiębiorstwa internetowego MLMveryfikator
Schemat prezentuje zasady dzialania przedsiębiorstwa budującego sieć konsumentów zaopatrujących się przez internet w produkty bezpośrednio od producenta.
Gerald Calais, Fuzzy Cognitive Maps Theory. Published in NATIONAL FORUM JOURNALS, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief
(Since 1983, over 5,000 professors published.
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and ...William Kritsonis
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and Dr. Quynh Dang - Published in the NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
El documento discute el Tratado Transpacífico de Cooperación Económica (TPP) y su impacto en el acceso al conocimiento. El TPP establece nuevas reglas sobre propiedad intelectual que podrían restringir el acceso, como aumentar los plazos de protección de copyright y obligar a retirar rápidamente contenidos de Internet. Además, el proceso de negociación del tratado careció de transparencia y participación pública.
This document discusses two countries, Japan and New Zealand. It mentions Hokkaido and the Japan flag for Japan. It also mentions New Zealand and Japan's national animal as well as New Zealand's native bird.
This study investigated the effects of individual counseling using Rational Emotive Therapy (RET) and Client-Centered Approach (CCA) on the social adjustment of registered widows in Rivers State, Nigeria. 60 widows were assigned to 3 experimental groups that received either RET, CCA, or a combination of RET/CCA counseling, and 1 control group. Counseling lasted 12 weeks. Results found that the experimental groups showed significantly improved social adjustment compared to the control group based on pre-test and post-test scores. RET counseling was the most effective approach at enhancing social adjustment among the widows. The study concluded that individual counseling can effectively help remedy social adjustment issues for widows.
Authors - NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Edito...William Kritsonis
This document appears to be a list of names published in the NFEAS JOURNAL, which is the journal of the National Alumni Honor Roll of Published Writers. It contains over 300 names, many of which are listed with numbers indicating how many times they have been published in the journal. The list seems to serve as a record of writers who have been published in the NFEAS JOURNAL.
Lunenburg, fred c preventing school violence focus v4 n1 2010William Kritsonis
This document summarizes strategies for preventing school violence. It discusses how violence in America and schools has increased substantially in recent years. Two key strategies mentioned are toughening weapons laws, such as establishing weapon-free school zones, and dealing with violent students through actions like expelling them, transferring them to alternative schools, and taking away privileges. The summary provides an overview of the high-level topics and main points covered in the document in under 3 sentences.
New Zealand has a population of 4.2 million people and covers an area of 103,738 square kilometers, while Japan has a population over 127 million people across 377,835 square kilometers of land. The document compares basic demographic and cultural facts between New Zealand and Japan such as their prime ministers, flags, and popular foods like sushi and fish and chips.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION - National FORUM...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION - National FORUM Society of Educators.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1983) Over 5,200 writers published.
The document provides an overview of the endocrine and reproductive systems. It describes the key hormones produced by glands like the pancreas and ovaries, and how they regulate processes in the body. Target organs respond to hormones, which alter cellular activity. The document also outlines the structures and functions of male and female reproductive systems, including sperm and egg production, the menstrual cycle, fertilization, and early embryonic development.
This document discusses Ayn Rand's philosophy that the ultimate moral value of man is his concern for his own well-being, which allows him to live a purposeful and fulfilling life. Rand rejects the idea that a man's self-interest can be determined by desires or feelings alone, but rather must be guided by rational principles chosen by the individual. The document outlines Rand's argument against the ethics of altruism, which requires self-sacrifice, and asserts that with moral guidance, selfishness or the pursuit of one's own interests is a virtue.
Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Publishe...William Kritsonis
Dr. Darrell Cleveland, The Richmond Stockton College of New Jersey - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Lunenburg, fred c. the principal as instructional leader nfeasj v27 n4 2010William Kritsonis
The document summarizes how principals can serve as effective instructional leaders by focusing on student learning. It discusses five key dimensions principals should focus on: 1) focusing on learning outcomes rather than teaching, 2) encouraging teacher collaboration, 3) using student performance data to guide improvements, 4) providing teachers support and resources, and 5) aligning curriculum, instruction, and assessments. Taken together, these five dimensions can help principals achieve sustained success for all students.
Choose five activities for job-embedded professional development a.docxgordienaysmythe
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
This document summarizes four sources related to school leadership and culture. The first source discusses a principal who celebrates diversity and coaches his staff to understand how diversity impacts learning. The second source suggests school leaders simplify improvement efforts by focusing on key goals and strategies. The third source emphasizes the importance of a positive school climate and culture for student outcomes. The fourth source discusses using brain-based learning strategies and the importance of collaboration between teachers, administrators, parents and researchers.
Dr. Fred C. Lunenburg - developing a culture schooling v1 n1, 2010William Kritsonis
Dr. Fred C. Lunenburg, Author, National FORUM Journals, Houston, Texas
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief
NATIONAL FORUM JOURNALS
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
A learning community is a group that shares common interests, discourse, tools for building knowledge, and valued activities. It can refer to groups of students taking classes together or a school where teachers work collaboratively towards the common goal of student learning. Key aspects of a professional learning community in a school include collaborative teams of teachers, a shared vision focused on student learning, and collective inquiry into better practices.
EDU 5200, Building Professional and Community RelatiEvonCanales257
EDU 5200, Building Professional and Community Relationships 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Analyze issues within their local communities
1.1 Investigate and uncover general issues impacting education within the educational setting and
the larger community.
4. Construct systemic steps to help individuals adapt to change.
4.1 Discuss ways you can accommodate the needs of your staff and faculty during the process of
change.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 5, pp. 74–88
Unit II Compare/Contrast Essay
4.1
Unit Lesson
Chapter 6, pp. 90–102
Unit II Essay
Required Unit Resources
Chapter 5: Building Relationships With Your Internal Publics, pp. 74–88
Chapter 6: Embracing Your External Publics, pp. 90–102
Unit Lesson
What will it look like? That is a tough question. Let’s not put the cart before the horse. Take a step back for a
moment. In Unit I, we brought into the conversation research by Glickman, Fullan, Epstein et al., Sergiovanni,
and your textbook author, Fiore. In Unit II, we will explore three huge topics: change, motivation, and process.
One of the constants in education is change. We are all products of our environment and upbringing. Those
who have gone before us have impacted who we are and how we view the world. The transformation is a
slow process. When we view systems holistically, we can see the changes that have taken place, and, more
often than not, we can trace the steps that took place to get us to this point in time. Despite everyone
understanding that change takes place, this does not imply we like the change process. The vast majority of
us resist change. Later in this unit lesson, we will discuss the start of a process to build relationships internally
and externally. The key to this process and the acceptance of change is keeping it simple. Henry W adsworth
Longfellow (as cited in Mycoskie, 2011) stated, “In character, in manner, in style, in all things, the supreme
excellence is simplicity” (p. 97). With Longfellow’s comments tucked away in our brain, we will seek simplicity
encased in quality as we move forward as teacher leaders.
UNIT II STUDY GUIDE
What Will It Look Like?
EDU 5200, Building Professional and Community Relationships 2
UNIT x STUDY GUIDE
Title
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Lunenburg, fred c creating a professional learning community nfeasj v27 n4 2010
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 27, NUMBER 4, 2010
CREATING A PROFESSIONAL LEARNING COMMUNITY
Fred C. Lunenburg
Sam Houston State University
ABSTRACT
School leaders foster a school’s/school district’s improvement, enhance its overall
effectiveness, and promote student learning and success by developing the capacity of staff
to function as a professional learning community. In this article, I discuss the relative
importance of school leaders, who play a vital role in the creation of professional learning
communities. They begin by bringing stakeholders together to engage in a four-step
process: creating a mission statement, developing a vision, developing value statements,
and establishing goals.
Since their inception, schools have continually sought to improve, whether in response to
demands from teachers, administrators, parents, policymakers, or legislators. When we look at
the research on improving schools over a long period of time and examine what the keys to
school improvement are, invariably it boils down to the ability of the people within the school to
function as a professional learning community (Bowgren & Sever, 2010; Blankstein, Houston, &
Cole, 2008; DuFour, DuFour, & Eaker, 2009; DuFour & Eaker, 1998; Katz, Earl, & Ben Jaafar,
2009; Graham & Ferriter, 2010).
A professional learning community shares a vision. School faculty working in a
professional learning community share a common understanding of how to go about getting to
that vision, and they share a common commitment to the vision. When you walk into a school
that is functioning as a professional learning community, you have a sense that people
understand what is important, what the priorities are; and they are working together in a
collaborative way to advance the school toward those goals and priorities. For example, when a
school is functioning as a professional learning community, you can walk around the building on
any given day and see teachers talking to one another, discussing curriculum goals, discussing
what activities they are going to engage in that day. There is an attitude of cooperation. There is
never fear of asking for help. It is obvious that the support participants feel is systemic (Senge,
2001, 2006). The ability to explore, to ask questions, ask peers, ask supervisors is only possible
when it comes from the top; that is, successful learning communities require support from the
superintendent (Lunenburg & Ornstein, 2008).
The whole philosophy of a professional learning community is people working together.
Each member of the professional learning community wants to help the other succeed in daily
interactions with all school stakeholders. Members work together to achieve the goals they have
for themselves - what they want to become. All stakeholders - board of education,
1
2. CREATING A PROFESSIONAL LEARNING COMMUNITY
2____________________________________________________________________________________________
superintendent, faculty, support staff - move together to achieve that shared vision. Teachers are
empowered to do what is best for their students. Involving others in decision-making processes
and empowering them to act on their ideas is one of the most significant and effective strategies
used by capable leaders (English, 2008; Northouse, 2010).
The school principal plays a vital role in the creation of a professional learning
community. The principal begins by bringing people together to engage in a four-step process:
(1) creating a mission statement, (2) developing a vision, (3) developing value statements, and
(4) establishing goals (DuFour, DuFour, Eaker, 2009; DuFour, DuFour, Eaker, & Many, 2007;
DuFour & Eaker, 1998; DuFour, Eaker, & DuFour, 2006). Each one will be discussed in turn.
Creating a Mission Statement
The first step is to create a mission statement that identifies the school’s purpose. The
first question that the faculty needs to consider is: What is our mission, our fundamental
purpose? For example, the school’s purpose may be how to identify proven strategies to teach
children how to learn (DuFour & Eaker, 1998). That captures something that people can hold in
their minds and hearts as they perform their duties (Leithwood & Beatty, 2008). It helps to begin
to have an influence on the day-to-day teaching and learning that takes place in the school.
To make the mission statement relevant, the principal must engage the faculty in a deeper
discussion; for example, why do we exist? Typically, the response will be that we exist to help
all students learn. For example, successful professional learning communities believe that all
students can learn. That statement will only become meaningful, if faculty are willing to engage
in some deeper questions. For example, if we believe that all students can learn, we expect them
to learn. How will faculty respond when students do not learn (DuFour & Eaker 2005; DuFour,
DuFour, Eaker, & Karhanek, 2010)? Other deeper questions that faculty must engage in to create
a mission statement include: What does it mean to help students learn how to learn (Bellanca &
Brandt, 2010)? That goes beyond reading and mathematics to how do students organize their
time and their materials? How do they work together? A professional learning community
involves all stakeholders working together, including students. What kind of skills do students
have to work together? What kind of skills do they have to understand themselves, their own
learning style, and being able to evaluate themselves? How good are they in applying their
learning to other contexts in the school and outside? And how do students use technology and
other resources in order to learn on their own?
Developing a Vision
After clarifying the school’s mission, the next step is to develop a vision. A vision is an
attempt to describe the school that faculty members are hoping to become. In an exemplary
school, students (a) accept responsibility for their learning, decisions, and actions; (b) develop
skills to become more self-directed learners as they progress through the grades; and (c) actively
engage in and give effort to academic and extracurricular pursuits (Bulach, Lunenburg, & Potter,
2008; Lunenburg & Irby, 2006).
3. FRED C. LUNENBURG
____________________________________________________________________________________________3
Here are some tips for developing a vision for your school that professional learning
community advocates recommend (DuFour, DuFour, Eaker, & Many (2007); Graham & Ferriter,
2010). Engage the faculty in a general agreement about what they hope their school will become.
Enlist a faculty task force to identify the major findings of research studies on school
improvement. Share the research findings with the faculty. Conduct small-group discussion
sessions that enable the faculty to review the research and discuss their hopes for the future of
the school. Discussions should also include criticisms of the traditional structure and culture of
schools.
A traditional obstacle to schools moving forward is the inherent tradition of teacher
isolation in schools (Elmore, 2005; Senge, 2001, 2006). This must be addressed and overcome
in order for a school to become a professional learning community. At all levels of the system,
isolation is seen as the enemy of school improvement. Thus, most day-to-day activities in the
school need to be specifically designed to connect teachers, principals, and district administrators
with one another and with outside experts in regard to school improvement (Fullan, 2010a). The
fact that schools are very often run as top-down hierarchies, where faculty are not given a voice
in decision making is another tradition (Kruse & Louis, 2009; Senge, 2006). Faculty need to
address these structural and cultural traditions in schools that present obstacles and barriers to
substantive improvements.
Using this formula, gradually the faculty should be able to identify commonalities, a
school all stakeholders can endorse. With the vision statement, with the ability to describe the
school all participants are trying to create; the principal will then need to work with students,
teachers, parents, and others to discover or invent the structures, policies, and processes that will
enable the school to move in that direction (Lunenburg & Irby, 2006).
It should be noted that, while the principal remains a valued participant in the
development of a vision, vision is embodied by the process rather than by individuals (Kruse &
Louis, 2009). Principals must help to keep their colleagues from narrowing their vision and
assisting the school to maintain “a broader perspective” (Fullan, 2010b). Excellence is a moving
target; therefore, the vision should be revisited periodically to ensure that the vision remains
relevant. Principals, in a sense, are keepers of the vision. The principal’s modeling and
reinforcing vision-related behaviors appear critical to the success of the professional learning
community (DuFour, Eaker, & DuFour, 2006).
Developing Value Statements
The next stage in the process is to develop value statements. At this point, the members
of another faculty task force might begin to work with their colleagues to identify shared values -
the attitudes, behaviors, and commitments - all teachers would pledge to demonstrate so as to
move the school closer to their shared vision. The board of education, support staff,
administrative team, students, parents, and community members, also engage in discussions of
the attitudes, behaviors, and commitments the school needs from them to advance the vision.
For example, what attitudes, behaviors, and commitments must the board of education make to
enable the school to achieve the vision statement? What attitudes, behaviors, and commitments
must the parents make to become contributors toward creating the school that is described in the
vision statement? The process continues until all stakeholders are addressed.
4. CREATING A PROFESSIONAL LEARNING COMMUNITY
4____________________________________________________________________________________________
DuFour and Eaker (1998) recommend a process for developing shared value statements.
Each group begins by examining the vision statement and identifying what each group must do
to bring it into existence. For example, what can the board of education, the superintendent, the
principal, the teachers, the parents, and the students do to advance the school toward the vision
statement? Each group works in two teams of five. When all the ideas are listed, the five
members review each individual idea. The ideas are shared between the two teams in each
group. All ideas generated by each group are then broken down into four, five, or six general
themes or categories. The groups do not need to have hundreds of value statements. A handful
of value statements is most effective. Throughout this process, it is more powerful to articulate
behaviors than beliefs (DuFour, DuFour, & Eaker, 2009). It is more important that each group
articulate what they are prepared to do than what they believe.
The challenge for each group as they go through the process is to get them to understand
that they need to focus on themselves. What attitudes, behaviors, and commitments are we
individually prepared to make to move this school forward. After every group engages in this
discussion, each articulates the commitments they are prepared to make. At this point, the school
has reached its first important milestone in the improvement process (DuFour & Eaker, 1998).
Then a school can become more specific in terms of where they go from there.
Establishing Goals
To achieve the school’s vision, school stakeholders must establish goals based on the
adopted value statements. Goals are the results that a school tries to achieve (Locke & Latham,
1995). This definition implies at least three relationships between goals and the school/school
district leader. First, in terms of laying a foundation for a professional learning community,
goals represent the implementation phase of school improvement. The determination of school
goals is a primary responsibility of principals. In a professional learning community, faculty are
active and valued participants in establishing goals with the principal and other stakeholders.
Goals become guideposts in defining standards of school improvement efforts. Without clearly
stated goals, no means exist to determine if acceptable standards of school improvement have
been met (Bulach, Lunenburg & Potter, 2008).
Second, goals are influenced by the aspirations of a school district’s key administrators
(Marzano & Waters, 2010). For example, the goal of a school to be connected to the internet; to
have a computer lab in every school; to have computers in every classroom; and to provide
professional development for faculty assumes that the district has or can obtain adequate
resources to achieve the goal, and the goal is desired by the top administrators of the school
district. This is more likely to happen in a professional learning community, since all
stakeholders were involved in developing a mission statement, vision, values, and goals.
Third, goals reflect a desired end result of school actions - that which they wish to
accomplish. It is important when formulating goals that we don’t confuse means with ends
(DuFour, DuFour, & Eaker, 2009). A powerful goal, and appropriate one for school
improvement, would be that “every student in the school will be reading at grade level by third
grade.” It is direct. It is stating exactly what you want to accomplish. It is measurable. It is an
end. It should be noted that because the vision statement is rather broad and tends to point to lots
of different areas in the school, the principal and faculty are not going to be able to attack every
5. FRED C. LUNENBURG
____________________________________________________________________________________________5
area at once. There has to be some decision about which areas will take priority (Foster, 2009;
Wallach, 2008).
The focus may need to be narrowed, and goals help us narrow focus. Principals can
provide a faculty with parameters in identifying goals that directly impact teaching and learning.
And learning has to be the focus. Reading, writing, mathematics, and helping students learn how
to learn are worthy goals. The next step is to plan activities and monitor progress on the stated
goals.
The presence of explicit goals benefit all stakeholders by fostering commitment,
providing performance standards, providing targets, and enhancing motivation (Wallach, 2008).
Each one will be discussed in turn.
Commitment
Goal statements describe the school’s purpose to participants. The process of getting
participants to agree to pursue a specific goal gives those individuals a personal stake in the
outcome. Thus, goals are helpful in encouraging personal commitment to collective ends.
Standards
Because goals define desired outcomes for the school, they also serve as performance
criteria. When appraising performance, principals need goals as an established standard against
which they can measure performance. Clearly defined goals enable principals to weigh
performance objectively on the basis of accomplishment rather than subjectively on the basis of
personality. For example, if a school wishes to increase the percentage of students passing state-
mandated tests by 10% and the actual increase is 20%, the principal and faculty have exceeded
the prescribed standard.
Targets
School goals provide principals with specific targets and direct collegial efforts toward
given outcomes. People tend to pursue their own ends in the absence of formal organizational
goals.
Motivation
In addition to serving as targets, standards, and commitment, goals perform a role in
encouraging colleagues to perform at their highest levels. Moreover, goals give principals a
rational basis for rewarding performance. If colleagues receive rewards equal to their levels of
performance, they should continue to exert high levels of effort.
To make the school’s mission, vision, values, and goals something more than words on
paper, the principal needs to communicate and model them so that they are embedded in the
daily life of the school. The principal is the keeper of the vision and is the one who keeps
articulating it, and when people are at the point where they say they can’t go anymore, the
principal is the one who comes out and says: “Let me remind you why we can do it.” It is
repeating messages over and over again. It is reminding people: “This is where we started; this
6. CREATING A PROFESSIONAL LEARNING COMMUNITY
6____________________________________________________________________________________________
is where we are now; and this is where we’re headed.” This is done in a variety of different
venues: writing about it in the weekly newsletter, talking about it at Parent Teacher
Organizations and faculty meetings, so that the school community sees that this is the way we do
business in this school.
That’s important but it’s not enough. The thing that is necessary is the day-to-day work
(Lunenburg & Irby, 2006). It means when a principal sits down with a faculty member to talk
about a lesson observed, she may bring up the mission and how the lesson connects to that
mission. The principal may bring up the mission when the budget is discussed with faculty.
When the principal is hiring faculty or making faculty changes, or if the principal is engaged in
curriculum changes or implementing new courses, she is always using the vision as the filter.
When the principal is doing that, the people involved in a professional learning community -
students, parents, faculty, district office administrators - can see through the principal’s behavior
and actions that what is most important is the school’s stated mission. Thus, the principal, as a
change agent, helps to create new programs and procedures that evolve from the shared mission,
vision, values, and goals.
Conclusion
School leaders foster a school’s/school district’s improvement, enhance its overall
effectiveness, and promote student learning and success by developing the capacity of staff to
function as a professional learning community. School leaders play a vital role in the creation of
professional learning communities. They begin by bringing stakeholders together to engage in a
four-step process: creating a mission statement, developing a vision, developing value
statements, and establishing goals.
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____________________________________________________________________________________________7
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