Investing in Teacher Leaders

Autor/in	Kingsley, Judy
Titel	Investing in Teacher Leaders
Quelle	In: Leadership, 41 (2012) 3, S.24-26 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-3174
Schlagwörter	Teacher Leadership; Educational Change; Communities of Practice; Professional Development; Training Methods; Program Descriptions; Elementary School Teachers; Group Dynamics; California + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Bildungsreform; Community; Didaktik; Trainingsmaßnahme; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gruppendynamik; Kalifornien
Abstract	All across California, educators are finding that creating strong and effective Professional Learning Communities (PLCs) at every grade level or in every subject area is not easy. It may be tempting to conclude that PLCs are one more idea that did not work. But there is solid research to support the core concepts of PLCs: (1) a focus on learning; (2) collaborative culture; (3) continuous inquiry; and (4) de-privatizing practice. This article reports on the effort of one district, Palmdale Elementary, to explore the possibility that the key to strengthening PLCs is teacher leaders. Teacher PLCs provide both the structure and the process for teachers to come together as professionals to identify and work on "problems of practice." Rather than having such problems being left to individual teachers, every teacher becomes part of a broader community that learns to address challenges together by examining systems and practices both inside and outside the classroom. (ERIC).
Anmerkungen	Association of California School Administrators. 1029 J Street Suite 500, Sacramento, CA 95814. Tel: 800-890-2272; Tel: 916-444-3216; Fax: 916-444-3739; Web site: http://www.acsa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10