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Commitment to high-quality professional learning is a common aspect of educational systems of the the world's highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice. In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results.

Teachers --- Professional learning communities. --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- Education --- In-service training. --- Professional relationships.

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Teachers --- Student teaching --- College-school cooperation --- Professional learning communities --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- Education --- Training of --- In-service training

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This book provides educators with strategies for facilitating interactions among colleagues in PLCs and building trust and buy-in, and offers field-tested, user-friendly protocols to focus and deepen team discussions around texts, data, teacher and student work, teacher dilemmas, and collaborative planning time, as well as tips for anticipating and addressing interpersonal conflicts and obstacles that commonly arise during the use of protocols.

Professional learning communities. --- Teaching teams. --- Educational leadership. --- College leadership --- Education leadership --- School leadership --- Leadership --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- Education

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The unwavering culture of continuous improvement efforts to bring about school change has irrevocably changed the role expectations for the school leader. The school leader in the 21st century is increasingly perceived as an instructional leader expected to implement whole-school reform models that can shape teacher practice and influence student outcomes. The significant changes in role expectations for school leaders present considerable challenges to an educational system that was not designed to incorporate these conceptualizations. In light of the increased acceptance of changed leadership expectations, the elements that are needed for developing, supporting, and sustaining instructional leaders who can lead systemic change efforts are frequently not present, are fragmented, or are observed at various developmental stages throughout the pK-20 pipeline. This book is centered on the learning and changed behaviors of school leaders, who engaged in a sustained job-embedded professional learning community, facilitated through a university-district partnership. The learning from the findings, suggested that job-embedded learning with their peers, can be instrumental for these principals to build the capacity to lead systemic change efforts. The findings further suggested that creating conditions for new understanding to occur, and sustained opportunities to apply new learning in context to their role, entailed a collaborative effort by a partnership involving two separate institutions with different priorities. The author makes a case for the educational pipeline, to prioritize the support and understanding of complex systemic change efforts and innovations, as they are linked to school improvement.

Educational leadership. --- Professional learning communities. --- School improvement programs. --- School principals. --- Education --- Social Sciences --- Theory & Practice of Education --- Education - General --- Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- College leadership --- Education leadership --- School leadership --- Education. --- Education, general. --- Educational planning --- Educational innovations --- Leadership --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Head masters --- Head mistresses --- Head teachers --- Headmasters --- Headmistresses --- Headteachers --- Principals, School --- School superintendents and principals --- School administrators --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School management and organization --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities)