Building School-based Teacher Learning Communities
by McLaughlin, Milbrey; Talbert, Joan E.Format: Paperback
Pub. Date: 2006-01-20
Publisher(s): Teachers College Pr
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Summary
McLaughlin and Talber - Foreost scholars of school change and teaching contexts - provide and inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learnig communities.
Author Biography
Milbrey W. McLaughlin is the David Jacks Professor of Education and Public Policy at Stanford University, Co-director of the Center for Research on the Context of Teaching (CRC), and Executive Director of the John W. Gardner Center for Youth and Their Communities Joan E. Talbert is Senior Research Scholar and Co-director of the Center for Research on the Context of Teaching in the Stanford University School of Education
Table of Contents
| Acknowledgments | p. vii |
| Learning to Improve Student Achievement | p. 1 |
| The Essential Role of a School-Based Learning Community for Teachers | p. 3 |
| Evidence That Teacher Learning Communities Benefit Students | p. 8 |
| The Empirical Foundation and Organization of the Book | p. 11 |
| Challenges of Re-culturing Schools into Learning Communities | p. 16 |
| How Teacher Learning Communities Differ from Typical School Communities | p. 16 |
| How Do Teacher Learning Communities Improve Student Achievement? | p. 22 |
| Stages of Learning Community Development and Challenges of Transition | p. 30 |
| Developing Communities of Practice in Schools | p. 38 |
| Getting Started: Principles for Developing Communities of Practice | p. 39 |
| Developing Communities of Teaching Practice: Case Illustrations | p. 44 |
| School Leadership for Developing Teacher Learning Communities | p. 56 |
| Tensions and Challenges in Changing School Culture | p. 60 |
| Professional Development in Support of Teacher Learning Communities | p. 64 |
| Special Contributions of Off-Site Professional Development | p. 65 |
| Quality Professional Development and Its Value to Teacher Learning Communities | p. 68 |
| Implications for Teacher Professional Development Systems | p. 77 |
| Teacher Learning Communities and the Broader Context | p. 79 |
| System Administrators | p. 80 |
| Teachers' Organizations | p. 83 |
| Professional Developers | p. 86 |
| Stakeholders: Parents and Community Members | p. 88 |
| Everyone a Learner: Challenges and Promising Practices | p. 92 |
| System Administrators | p. 92 |
| Professional Developers | p. 98 |
| Parents | p. 106 |
| Community Members | p. 110 |
| Expanding the Local Learning Agenda | p. 111 |
| A Local Learning System to Support Teacher Learning Communities | p. 113 |
| Why Are Teacher Learning Communities Rare? | p. 113 |
| The District as the Unit of Change | p. 116 |
| The District as a Local Learning System | p. 118 |
| Implementing a Local Learning Agenda: Boston Public Schools | p. 122 |
| Outcomes of Boston's Learning System | p. 126 |
| Research for School-Based Learning Communities | p. 129 |
| Notes | p. 130 |
| References | p. 133 |
| Index | p. 139 |
| About the Authors | p. 148 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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