An examination of the issues that present when developing a professional learning community within a middle school.
Written in 2009; 5,211 words; 50 sources; APA; $ 129.95
Paper Summary:
This paper discusses the development of professional learning communities in general and at the middle school level in particular. It analyzes organizational development theory and its implications for professional learning communities and examines the various resources that are available to help educators use scarce resources more effectively.
Table of Contents:
Literature Review
Chapter Introduction
Background and Overview
Professional Learning Communities
Organizational Development Theory and Its Implications for Professional Learning Communities
Professional Learning Community Developmental Resources
Chapter Summary
From the Paper:
"The good news is that, when carefully administered and thoughtfully applied, professional learning communities can help schools become more responsive to the needs of their students by providing their teachers with the framework they need to effect meaningful change. In this regard, Schmoker (2004) emphasizes that, "There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement -- in virtually any school. An astonishing level of agreement has emerged on this point. Indeed, the most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community" (p. 424). According to Joyce (2004), "The core of Schmoker's concept of professional learning communities is that teachers, working in groups, should study relatively short-term cycles of teaching and learning, borrow and generate ideas for improving practice, put them into action, and study the results. Improved student learning will ensue" (p. 76)."
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