Constant, high-quality collaborative inquiry sustains PLCs. Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. This book delves into the five habits of inquiry that contribute to professional learning. Get to know them and the action research process they represent. Detailed steps show you how to accomplish collaborative action research that drives continuous improvement.

Action Research Communities presents a new perspective on two current and proven educational practices: classroom-/school-based action research and professional learning communities. Implementation of one or the other of these practices often results in a variety of possible benefits for the teaching–learning process, for student achievement, and for overall school improvement. While these might seem to be separate, isolated practices, the author has taken the beneficial aspects of each practice and merged them into a cohesive and potentially powerful concept, coined "action research communities." Each of the two concepts or approaches (action research and professional learning communities) is presented and discussed in detail. Because they both focus on local-level improvement of educational practice and share several overlapping features, the two concepts are then merged into a single entity—action research communities, or ARCs. These professional learning communities, with action research at their core, hold an immense amount of power and potential when it comes to enhanced professional growth and development for educators, increased student achievement, school improvement, and educator empowerment. ARCs essentially capitalize on all the individualized benefits and strengths of action research and of professional learning communities, and merge them into a single educational concept and practice. ARCs have the potential to help educators everywhere experience: •a common and collective focus and vision; • sustained collaborative inquiry; •individualized, customizable—and meaningful—professional growth; and •true empowerment that comes with this form of collaborative, inquiry-based, and reflective practice. Practical guidance for the development and implementation of ARCs is also provided, by focusing on ways in which professional educators (teachers, administrators, support staff, etc.) can implement, sustain, and extend the impact of their respective action research communities. Specific roles for district administrators, building administrators, and teachers are presented and discussed in depth, as are ways that ARCs can be used both to deepen professional learning for educators and to improve student learning.

Exploring critical aspects of collaborative action, including establishing relationships, using critical friends, developing leadership teams, readiness, organization, and implementation, this book provides lessons learned from successful and unsuccessful programmes to show schools what to do and what to avoid.

This book details a five-step process to creating a positive climate for school restructuring by conducting collaborative action research, shows eight ways to gather valid and reliable data, explains techniques for identifying and understanding problems, and illustrates four basic strategies for managing conflict and changing the status quo.

Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.

As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education. Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is ideally designed for researchers, practitioners, and professionals seeking current research on the need for continuing development in teacher education.

This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.

Learn how to promote teacher, student, and collective efficacy Teachers are a school’s greatest resource. Excellent teachers make excellent schools. Leading Impact Teams taps into the scheduled team planning time every school already has, and repurposes it in a model that provides the processes needed to build teacher expertise and increase student learning. The model combines two existing practices, formative assessment and collaborative inquiry, and promotes a school culture in which teachers and students are partners in learning. Readers will learn how to: Build a culture of efficacy Take collective action Embed student-centered assessment in the classroom culture Clarify learning goals for success Leverage progressions of learning for “just right” instruction Utilize evidence-based feedback

Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. McLaughlin and Talbert—foremost scholars of school change and teaching contexts—provide an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities. Offering a compelling, straightforward blueprint for action, this book: Takes a comprehensive look at the problem of improving the quality of teaching across the United States, based on evidence and examples from the authors’ nearly two decades of research.Demonstrates how and why school-based teacher learning communities are bottom-line requirements for improved instruction. Outlines the resources and supports needed to build and sustain a long-term school-based teacher professional community. Discusses the nature of high-quality professional development to support learning and changes in teaching.Details the roles and responsibilities of policymakers at all levels of the school system. “This book offers vivid examples of how teacher learning communities are formed and sustained. A must-read for educators at all levels who are serious about enacting change.” —Amy M. Hightower, Assistant Director, American Federation of Teachers

Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.