Reculturing Schools as Professional Learning Communities

By: Jane Bumpers Huffman and Kristinen Kiefer Hipp

INTRODUCCION

This book was written with five general parts in it.

Part 1: The challenge of Developing PLCs Part 2: From Initiation to Implementation;

Dimensions of PLC Part 3: Assessing and Reculturing Schools Part 4: Five Case Studies Part 5: From Implementation to institutionalization

INTRODUCCION

The purpose of the authors are to show the new approach for school improvement. They had presented the concept of Professional Learning Communities (PLC). Also, they challenged the readers interested in this concept to be changing agents to improve and maintain schools.

Part 1: The challenge of Developing PLCs History

Goals 2000 Why develop Professional Learning

Communities? No Child Left Behind Act (Law107-110)

Responding to the Challege

“Change will require a radical reculturing of the school as an institution, and the basic redesing of the teaching profession” (Fullan, 1995).

Professional Learning Community

Dimensions of a Professional Learning Community Supportive and Shared Leadership

(Liderato de apoyo compartido) Shared Values and Vision

(Compartir la visión y los valores) Collective Learning and Application

(Aplicación y aprendizaje colectivo) Shared Personal Practice

(Compartir experiencias personales) Supportive Conditions

(Condiciones de apoyo)

Part 2: From Initiation to Implementation;

Dimensions of PLC Shared and Supportive Leadership

Nurturing leadership among staff Shared power, authority, and responsibility

Shared values and Vision Espoused values and norms Focus on student learning High expectations Shared vision guides teaching and learning

Part 2: From Initiation to Implementation; Dimensions of PLC

Collective learninig and Application Sharing information Seeking new knowledge, skills, and stratergies Working collaboratively to plan, solve problems, and

improve learning opportunities

Shared Personal Practice Peer observations to offer knowledge, skills, and encouragement Feedback to improve instructional practices Sharing outcomes of instructional practices Coaching and mentoring

Part 2: From Initiation to Implemantation; Dimensions of PLC

Supportive Conditions Relationships

Caring relationships Trust and Respect Recognition and Celebration Risk-taking Unified effort to embed change

Structures Resources (time, money, materials, people) Facilities Communication Systems

Part 3: Assessing and Reculturing Schools Assessing Schools as PLCs

Initial Efforts of Assessing Schools as PLCs Professional Learning Community Assessment

The PLC Connection to School Improvement

Part 4: Five Case Studies

Case Overview Fullan (1995, 2000) Fullan, 1995; Guskey & Peterson, 1993; Lindle,

1995/1996; Newmann & Wehlage, 1995) Brown, 1995 The Purpose of this five case studies

Part 4: Five Case Studies

Case Study #1: Role Expectations in Schools Moving to Site-Based Leadership (Jane Bumpers Huffman)

Case Study #2:Nurturing the Human Side: A Crucial Component for PLCs (Danna Beaty and Anita M. Pankake)

Case Study #3: Trust as a Foundation in Building a Learning Community (Kristine Kiefer Hipp)

Case Study #4: The Role of Principal Commitment in Creating Learning Communities (Gayle Moller)

Case Study #5: Reculturing a School in Crisis (Dianne F. Olivier)

Part 4: Five Case Studies

Case Study #5: Reculturing a School in Crisis

Part 5: From Implementation to institutionalization

Lessons Learned