Demystifying Professional Learning Communities

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.


Author: Kristine Kiefer Hipp

Publisher: R&L Education

ISBN: 9781607090519

Category: Education

Page: 166

View: 150

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.

Global Perspectives on Developing Professional Learning Communities

In A. M. Blankstein, P. D. Houston, & R. W. Cole (Eds.), Sustaining professional learning communities (pp. ... In K. K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp.


Author: Nicholas Sun-Keung Pang

Publisher: Routledge

ISBN: 9781351206174

Category: Education

Page: 130

View: 271

This book discusses distinctive features of the professional learning community concept, practices and processes across six different education systems in the Asia-Pacific region, namely Mainland China, Hong Kong, Taiwan, South Korea, Singapore, and the United States. It provides a platform for an exchange of different perspectives and offers alternative possibilities of theorizing professional learning communities across different socio-cultural contexts. Contributors provide valuable insights for policy makers, education researchers and educators in the Asia-Pacific region and elsewhere to deal with critical questions about the improvement of teaching and learning and school improvement in a globalizing world. This book was originally published as a special issue of the Asia Pacific Journal of Education.

The Contemporary Superintendent

Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield Education. Hipp, K. K., & Huffman, J. B. (2010b). Demystifying the concept of professional learning communities.


Author: Meredith Mountford

Publisher: IAP

ISBN: 9781641135269

Category: Education


View: 626

What is (R)Evolutionary Leadership? Why Does it Matter? How can contemporary school district administrators, specifically superintendents, contend with so many difficult, and almost impossible competing commitments? Building on the definitions of revolution, revolutionary, evolution, and evolutionary, the notion of (R)Evolutionary Leadership emerged while discussing the need for school district leaders to push back against the status quo while improving teacher and leadership practices, improving student learning outcomes, engaging with the community, and ensuring decision making processes that include check and balance systems that are just, fair, and equitable for all. The chapters in this book introduce superintendents or research on superintendents in which these tenants were practiced; both in their ability to enact radical change by “overthrowing” the status quo – as well as evolutionary in their deliberate approach to viewing change as a process they can control over time. These leaders were willing to confront and defy practices and policies that were counter to student well-being and achievement while concurrently knowing how to reach their desired results. The chapters chosen for inclusion in this volume are those that offered a glimpse of these revolutionary tenants in practice. We ask that you consider this emerging concept as you explore the chapters of our book. You will find the (R)evolutionary Leaders you meet in the chapters know how to evolve, not just to stay alive, but to ensure the organization (school) remains relevant and vital to society. These leaders use their positional power, social capital, and expertise to advocate for policies and practices that are in the best interest of the school community and they innovate in ways that challenge the status quo. You will also find practices that are (R)Evolutionary and provide ways for leaders to innovate, collaborate, and simply take care of themselves and those around them. Our description does not seek to support or define or delineate the characteristics of a (R)Evolutionary Leader or how one might enact (R)Evolutionary Leadership–but serves as a way to (re)think the way we view the vastly complex work of school district administrators, specifically the superintendent. (R)Evolutionary leadership may change our ways of thinking about the significant advocacy role a superintendent can play in influencing both practice and policy to enact the change necessary to move forward issues of justice, equity, and quality in PK-12 schools and further to improve educational and social outcomes for those served.

Reviving Professional Learning Communities

Productivity in cross functional teams: Diversity, social identity and performance. Washington, DC: APA Publications, 69—96. Olivier, D. F., Hipp, K. K., and Huffman, J.B. (2010). Demystifying professional learning communities ...


Author: Perry P. Wiseman

Publisher: R&L Education

ISBN: 9781475801057

Category: Education

Page: 164

View: 270

This new development helps practitioners build thriving learning communities through: (1) recognition and validation of each staff member’s unique points of view, (2) natural conflict that accompanies the assorted viewpoints, (3) healthy teamwork, and (4) effective systems. Sprinkled throughout the book are also 32 practical, high-leverage strategies that are easy to understand and simple to put into practice right away. This book will most certainly help answer the perennial question: How do we achieve a genuine Professional Learning Community?

The Encyclopedia of Middle Grades Education 2nd ed

Maintaining, reframing, and disrupting traditional expectations and outcomes for professional development with ... In K. K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp.


Author: Steven B. Mertens

Publisher: IAP

ISBN: 9781681235714

Category: Education

Page: 471

View: 207

The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners and administrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.

Teachers Leading Educational Reform

The Power of Professional Learning Communities Alma Harris, Michelle Jones, Jane B. Huffman. Fullan, M. (1995). Change forces. London: Falmer Press. ... Demystifying professional learning communities: School leadership at its best.


Author: Alma Harris

Publisher: Routledge

ISBN: 9781317247883

Category: Education

Page: 240

View: 940

Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.

Best Practices in Professional Learning and Teacher Preparation

Table 3.4 Professional Learning Resources for Administrators on Culturally Responsive Gi ed Topics and PLCs Demystifying Professional Learning Communities: School Leadership at Its Best, by K. Hipp and J. Bumpers Huffman (Rowman ...


Author: National Assoc For Gifted Children

Publisher: Routledge

ISBN: 9781000490718

Category: Education

Page: 226

View: 613

Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general education programs. Practitioners and researchers agree that time and energy should be spent on training teachers in how to address the needs of gifted and talented students, both within the regular classroom and in specialized programs. This three-book series acknowledges this need and provides specific strategies for professional development in a variety of settings using various methods. Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume: Provides strategies and curricular materials/resources for working with gifted learners in specific content areas (i.e., mathematics, science, social studies, literacy, languages, and the arts). Discusses the importance of training teachers to use high-quality curriculum. Builds off of research on talent development, cultural awareness, and social justice in education. Details instructional strategies that are appropriate for challenging gifted learners, including developing growth mindset. A service publication of the National Association for Gifted Children (Washington, DC) This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

Research Anthology on Facilitating New Educational Practices Through Communities of Learning

Demystifying professional learning communities. New York, NY: Rowman & Littlefield Education. Hord, S. M. (2009). Professional learning communities. Journal of Staff Development, 30(1), 40–44. Jenkins, S., & Agamba, J. (2013).


Author: Management Association, Information Resources

Publisher: IGI Global

ISBN: 9781799872955

Category: Education

Page: 843

View: 649

With the future of education being disrupted and the onset of day-to-day uncertainties and challenges that have to be solved quickly, teachers are now turning to professional development communities/support communities where they can share and learn about effective practices to use in the classroom. While transitioning to blended or online learning and keeping up with the technological advances in education, these communities provide an essential backbone for teachers to rely on for support and updated knowledge on what educational practices are being utilized, how they are working, and what solutions have been found for the ever-changing climate of education. Research on the benefits and use of these communities, as well as on the latest educational practices, is essential in teacher development and student learning in the current culture of a rapidly changing educational environment. The Research Anthology on Facilitating New Educational Practices Through Communities of Learning contains hand-selected, previously published research that provides information on the communities of learning that teachers are currently involved in to seek the latest educational practices. The chapters cover the context of these communities, the benefits, and an overview of how this support is a necessary tool in today’s practices of teaching and learning. While highlighting topics such as learning communities, teacher development, mentoring, and virtual communities, this book is essential for inservice and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in how communities of practice tie into professional development, teacher learning, and the online shift in teaching.

Reflectivity and Cultivating Student Learning

Critical Elements for Enhancing a Global Community of Learners and Educators Edward G. Pultorak ... In K. Hipp, and J. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp. 57–69).


Author: Edward G. Pultorak

Publisher: Rowman & Littlefield

ISBN: 9781475810714

Category: Education

Page: 206

View: 499

Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers.

Educational Leaders Encouraging the Intellectual and Professional Capacity of Others

Culturally proficient learning communities: Confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin Press. Hord, S. M. (2010). Foreword. In K. K. Hipp & J. B. Huffman, Demystifying professional learning ...


Author: Elizabeth Murakami-Ramalho

Publisher: IAP

ISBN: 9781617356254

Category: Education

Page: 381

View: 187

This book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people’s voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership.

Exploring the Community Impact of Research Practice Partnerships in Education

Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield Education. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement.


Author: Jack Leonard

Publisher: IAP

ISBN: 9781681238302

Category: Education

Page: 329

View: 224

This volume explores the impact of research?practice partnerships in education (broadly conceived) on communities in which such partnerships operate. By invitation, some of the partnerships celebrated in this volume are firmly established, while others are more embryonic; some directly engage community members, while others are nurtured in and by supportive communities. Collectively, however, the eleven chapters constitute a range of compelling instances of knowledge utilization (knowledge mobilization), and offer a counter?narrative to the stereotypical divide between researchers and practitioners. Educational researchers and educational practitioners reside in and are both politically supported and socially sustained by their local communities. The nesting of researchers’ and practitioners’ collaborative decision?making and action in the financial, social, organizational, and political contexts of the community—together with the intended and unintended outcomes of those decisions and actions—speaks to the essence of community impact in the context of this volume.

JSL Vol 27 N3

Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield Publishing. Hipp, K. A., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning ...



Publisher: Rowman & Littlefield

ISBN: 9781475836738

Category: Education

Page: 160

View: 781

The journal is focused on articles on administrative leadership in schools and school districts and also in articles that inquire about teacher, student, parent, and community leadership.

Concept and Design Developments in School Improvement Research

Teamwork in establishing a professional learning community in a new Icelandic school. ... Contrived collegiality versus genuine collegiality: Demystifying professional learning communities in Chinese schools.


Author: Arnoud Oude Groote Beverborg

Publisher: Springer Nature

ISBN: 9783030693459



View: 938

Caught in the Act

Teachers' perceptions of professional learning communities: Measuring the impact of administrative participation. ... Contrived collegiality versus genuine collegiality: Demystifying professional learning communities in Chinese schools.


Author: Cyril Julie


ISBN: 9781928480372

Category: Mathematics

Page: 216

View: 179

The research reported in Caught in the Act draws together the insights gained from a continuous professional development initiative for high school mathematics teachers, teaching in low socio-economic status and socially challenged environments in South Africa. The chapters show the possibilities for enhancing achievement in school mathematics if a strength-based approach is adopted to develop teaching with teachers and when their concerns are taken seriously. The book demonstrates that the ecological relevance – fitness for the context in which teachers are teaching – of the “goods” developed and distributed by initiatives should be a major consideration to offer hope for sustainable implementation to improve school mathematics education. The book is of interest to mathematics teachers, school leaders, mathematics curriculum advisors, policy makers and researchers.

International Perspectives in Educational Effectiveness Research

Contrived collegiality versus genuine collegiality: Demystifying professional learning communities in Chinese schools. Compare, 45(6), 908–930. Wu, X. (2013). School evaluation for quality improvement in China, 30 years policies and ...


Author: James Hall

Publisher: Springer Nature

ISBN: 9783030448103

Category: Education

Page: 436

View: 909

This edited volume explores questions about ‘what works’, how, for whom, when, and why in education, and considers how and to what extent such knowledge can be understood and extended across countries and different educational systems. The book starts by presenting an overview of the history of educational effectiveness research and offers examples of current theories of educational effectiveness. Next, it provides exemplars of effectiveness studies that report on educational systems, policies, and practices from across six continents. These studies vary in their research methods and outcomes, illustrating a field of research that is conscious of its origins, its agenda, and its ambition to understand and improve the functioning of schools, networks, and education systems around the world. The book brings these threads together within the final chapter and uses them to signpost directions for future research. 'International Perspectives in Educational Effectiveness Research is an excellent and timely addition to the educational effectiveness literature. It offers a rigorous and insightful range of international perspectives that will be of interest to researchers, policy makers and students of the field.' - Professor Christopher Chapman, University of Glasgow, UK & President-Elect of the International Congress for School Effectiveness and Improvement 'This important new volume brings up to date the contributions of educational effectiveness research to the development of policy and practice in the field over the last 50 years. Drawing together the ideas of many of the major researchers in the field, it provides a comprehensive analysis of these earlier contributions, leading to critical commentaries that point to areas for future attention. The editors make use of expertise from a range of disciplines to strengthen the themes that are addressed. Most importantly, the book emphasises the need to pay greater attention to the challenge of equity - arguably the most significant challenge facing education systems internationally. In this respect, a particular strength of the book is the accounts provided from many different parts of the world. These underline the importance of context, a factor often previously overlooked in this field of research. Given all of this, I have no doubt that International Perspectives in Educational Effectiveness Research will become a major source for practitioners, policy-makers and researchers.' - Professor Mel Ainscow, Emeritus Professor of Education, University of Manchester & Professor of Education, University of Glasgow, UK

Leadership Capacity Building and School Improvement

Demystifying professional learning communities. Lanham, MD: Rowman and Littlefield ... Evolution of the professional learning community: revolutionary concept is based on intentional collegial learning. JournalofStaff Development, 29(3) ...


Author: Clive Dimmock

Publisher: Routledge

ISBN: 9781136729263

Category: Education

Page: 252

View: 993

Leadership, Capacity Building and School Improvement provides a fresh and original perspective on the most important issues confronting today’s practitioners and academics in the field of educational leadership. New and exciting concepts are introduced such as the research-engaged school of the future. While its theoretical and evidence-based approach raises to a robust level the discussion on the most important leadership challenges of the day, the book is at the same time intensely practical in addressing everyday issues faced by contemporary policy makers and school practitioners. Underpinning the eleven chapters is a conceptual framework founded on the notion of leadership as capacity building, giving the book a coherence that many others on school leadership lack. Among the themes actively discussed are: Conceptualising and Contextualising Leadership – what is leadership? What distinguishes good from mediocre and poor leaders? What are the traits, dispositions and attributes that make for good leadership? How does context influence leadership? How appealing is leadership as a career? What are the components of capacity building leadership? Contemporary Leadership Themes – what is learning-centred leadership and how can it best promote good teaching and student learning? How can leaders distribute leadership across the school, and what are the pitfalls? How can leaders capitalise on the notion of the school as a professional learning community? How can leaders best be nurtured and developed? Policy, Leadership Practice and Impact – what new forms of leadership are presaged by the specialist schools policy as a means of school improvement? How can schools combine a focus on academic achievement with the need to prepare students for the changing twenty-first century workplace? Leadership, Capacity Building and School Improvement provides an up-to-date authoritative, critical and insightful account of school leadership. It combines advocacy and argument with evidence-based practice drawn from the most plausible and robust sources. This book will prove a valuable tool for those taking higher degrees in school leadership and management: school leaders on NPQH courses and school practitioners as a whole interested in interfacing with the latest empirical evidence and ideas, as well as academics teaching and researching in the area of educational leadership. Since the book adopts an international perspective, drawing its examples and evidence from both the Anglo-American and the Asian contexts, it will be found relevant to academics, policy makers and practitioners across these regions. Clive Dimmock is Visiting Professor at the National Institute of Education in Singapore and Professor Emeritus at the University of Leicester, UK.

Data Leadership for K 12 Schools in a Time of Accountability

Demystifying professional learning communities. New York, NY: Rowman & Littlefield Education. Holliman, A.J., & Hurry, J. (2013). The effects of Reading Recovery on children's literacy progress and special educational needs status: A ...


Author: Mense, Evan G.

Publisher: IGI Global

ISBN: 9781522531890

Category: Education

Page: 332

View: 747

The monitoring of data within educational institutions is essential to ensure the success of its students and faculty. By continually analyzing data, educational leaders can increase quality and productivity in their institutions. Data Leadership for K-12 Schools in a Time of Accountability explores techniques and processes of educational data analysis and its application in developing solutions and systems for instructional concerns and next-generation learning. Providing extensive research covering areas such as data-driven culture, student accountability, and data dissemination, this unique reference is essential for principals, administrators, practitioners, academicians, students, and educational consultants looking to maximize their institution’s performance.

Theoretical Frameworks in Qualitative Research

Professional learning communities: Communities of continuous inquiry and improvement. ... In K. K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp. 43–56).


Author: Vincent A. Anfara, Jr.

Publisher: SAGE Publications

ISBN: 9781483324685

Category: Social Science

Page: 264

View: 938

The Second Edition of Theoretical Frameworks in Qualitative Research, by Vincent A. Anfara, Jr. and Norma T. Mertz, brings together some of today’s leading qualitative researchers to discuss the frameworks behind their published qualitative studies. They share how they found and chose a theoretical framework, from what discipline the framework was drawn, what the framework posits, and how it influenced their study. Both novice and experienced qualitative researchers are able to learn first-hand from various contributors as they reflect on the process and decisions involved in completing their study. The book also provides background for beginning researchers about the nature of theoretical frameworks and their importance in qualitative research; about differences in perspective about the role of theoretical frameworks; and about how to find and use a theoretical framework.

More Than a SMART Goal

Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield. Hirsh, S., & Killion, J. (2008). The learning educator: A new era for professional learning. Oxford, OH: National Staff ...


Author: Anne E. Conzemius

Publisher: Solution Tree Press

ISBN: 9781935543268

Category: Education

Page: 240

View: 225

Setting data-informed, high-priority SMART goals is a critical step in school improvement that is widely acknowledged. However, goals themselves don’t drive improvement; they must be aligned with the school improvement process, curriculum, instruction, assessment practices, mandates, and professional development. Understand how to properly use the SMART goal process to effect change and achieve real school improvement.

Leadership Development on a Large Scale

Professional learning communities at work: Best practices for enhancing student achievement. Denver, CO: Solution Tree Press. Hipp, K., & Huffman, J. (2010). Demystifying professional learning communities: School leadership at its best.


Author: Kenneth Leithwood

Publisher: Corwin Press

ISBN: 9781544342221

Category: Education

Page: 208

View: 444

Effective school leadership can have a transformative impact on the lives of students. Written by one of the foremost scholars in the field. This book draws lessons from one of the most successful long-term educational leadership studies ever conducted to provide actionable advice and specific strategies. Learn how to: Understand the evidence base to design effective leadership development programs and initiatives Support instructional leaders in leading collaborative inquiry approaches to classroom pedagogy to help teachers convey complex ideas to students Establish Principal Learning Teams to help guide school-wide and districtwide decision-making