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Professional learning communities : communities of continuous inquiry and improvement

Author: Shirley M Hord; Educational Resources Information Center (U.S.)
Publisher: Austin, Tex. : Southwest Educational Development Laboratory ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Database:WorldCat
Summary:
Effective school restructuring requires teacher motivation and action to transform knowledge about change into reality. This paper defines and describes what is meant by "professional learning community"; describes what happens when a school staff studies, works, plans, and takes action collectively on behalf of increased learning for students; and discusses what is known about creating such communities of  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Shirley M Hord; Educational Resources Information Center (U.S.)
OCLC Number: 39305400
Notes: Shipping list no.: 98-0642-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1998]. 1 microfiche.
Description: 1 volume
Other Titles: Communities of continuous inquiry and improvement
Responsibility: Shirley M. Hord.

Abstract:

Effective school restructuring requires teacher motivation and action to transform knowledge about change into reality. This paper defines and describes what is meant by "professional learning community"; describes what happens when a school staff studies, works, plans, and takes action collectively on behalf of increased learning for students; and discusses what is known about creating such communities of professionals in schools. The literature indicates that professional learning communities produce positive outcomes for both staff and students. For staff, being part of a professional learning community reduces teacher isolation, increases commitment to the mission and goals of the school, creates shared responsibility for the total development of students, creates powerful learning that defines good teaching and classroom practice, and enhances understanding of course content and teacher roles. Other benefits include higher satisfaction and morale and reduced absenteeism. To develop a community of learners, pull interested, willing people together; engage them in constructing a shared vision; develop trust and relationships; and nurture a program of continuous learning. A review of a synthesis of five case studies (Louis and Kruse 1995) identifies factors of good leadership and elements of effective external support. The final section describes additional approaches that may lead to the invention of professional learning communities. (Contains 84 references.) (Lmi).

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