Demystifying Professional Learning Communities

School Leadership at Its Best

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Demystifying Professional Learning Communities by Jesus Abrego, D'Ette Fly Cowan, Gayle Moller, Dianne F. Olivier, Anita M. Pankake, Linda Roundtree, R&L Education
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Author: Jesus Abrego, D'Ette Fly Cowan, Gayle Moller, Dianne F. Olivier, Anita M. Pankake, Linda Roundtree ISBN: 9781607090519
Publisher: R&L Education Publication: February 16, 2010
Imprint: R&L Education Language: English
Author: Jesus Abrego, D'Ette Fly Cowan, Gayle Moller, Dianne F. Olivier, Anita M. Pankake, Linda Roundtree
ISBN: 9781607090519
Publisher: R&L Education
Publication: February 16, 2010
Imprint: R&L Education
Language: English

The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

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