Description
Book SynopsisThis important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews. A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's model, Phases of Change (1985), which includes initiation, implementation, and institutionalization. The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs. Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to
Trade ReviewA lot has been written about Professional Learning Communities (PLCs), but no book dissects the concept with such clarity and utility as does Huffman and Hipp's Reculturing Schools. This compact book has it all: 1) a clear delineation of six powerful dimensions of a PLC; 2) a portrayal of flow from initiation to institutionalization; 3) a practical instrument for assessing PLCs; 4) five case studies that provide further clarity of PLCs in action; and 5) a summary of lessons learned. All and all, this book provides a clear and practical, evidence-based resource for working productively with one of the most powerful concepts we know of for improving schools. -- Michael Fullan, dean, Ontario Institute for Studies in Education, University of Toronto
Huffman and Hipp's book is neither a scholarly tome nor a "quick fix" how-to-do-it manual. Instead, it presents a clear but nuanced overview of current thinking about how teachers and administrators learn and work together, along with useful tools for development. Their survey instrument should be useful for school self-assessment as well as research, and the real-life cases are presented with guides for discussion that will undoubtedly stimulate thoughtful practice. This is a must-read for those who have responsibility for fostering high performance work teams in schools. -- Karen R. Seashore, professor, educational policy and administration, University of Minnesota
Table of ContentsPart 1 Part 1: The Challenge of Developing PLCs Chapter 2 Overview of Professional Learning Communities Chapter 3 Responding to the Challenge Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and Vision Chapter 7 Collective Learning and Application Chapter 8 Shared Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The PLC Connection to School Improvement Part 13 Part 4: Five Case Studies Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2: Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case Study #3: Trust as a Foundation in Building a Learning Community Chapter 18 Case Study #4: The Role of Principal Commitment in Creating Learning Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part 20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons Learned
