Real World Professional Learning Communities

Their Use and Effects

Nonfiction, Reference & Language, Education & Teaching, Administration, Educational Theory
Cover of the book Real World Professional Learning Communities by Daisy Arredondo Rucinski, Rowman & Littlefield Publishers
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Author: Daisy Arredondo Rucinski ISBN: 9781475822823
Publisher: Rowman & Littlefield Publishers Publication: November 22, 2016
Imprint: Rowman & Littlefield Publishers Language: English
Author: Daisy Arredondo Rucinski
ISBN: 9781475822823
Publisher: Rowman & Littlefield Publishers
Publication: November 22, 2016
Imprint: Rowman & Littlefield Publishers
Language: English

In a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal – that is to improve teaching so that student learning is improved.

Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.

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In a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal – that is to improve teaching so that student learning is improved.

Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.

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