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E-grāmata: Aligning School Districts as PLCs

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, (Educational Consultant, Texas Educational Consultant, Colorado Educational Consultant, Colorado Educational Consultant, Colorado Educational Consultant, Colorado Educational Consultant, Colorado Educational Consultant, Colorado),
  • Formāts: 104 pages
  • Izdošanas datums: 02-May-2011
  • Izdevniecība: Solution Tree
  • Valoda: eng
  • ISBN-13: 9781935543411
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Aligning School Districts as PLCsPalielināt
  • Formāts: 104 pages
  • Izdošanas datums: 02-May-2011
  • Izdevniecība: Solution Tree
  • Valoda: eng
  • ISBN-13: 9781935543411
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Van Clay and Soldwedel are with a non-profit consortium of some 80 Illinois school districts specializing in continuous organizational improvement; now a speaker and author, Many was a school district superintendent in Illinois for 20 years. The three offer education professionals a practical guide to expanding a professional learning community (PLC) beyond the individual school level to a district-wide reform. In particular, they examine how districts can develop policies and practices to align themselves to the three main ideas of PLCs--ensuring a focus on learning, building a collaborative culture, and establishing a results orientation--because that alignment is key to successfully establishing and maintaining a district-wide PLC. Through case scenarios readers can learn about what can go wrong when there is lack of alignment, and how to avoid or address problems. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
About the Authors xi
Foreword xiii
Introduction 1(4)
chapter one The Case for Districtwide Alignment
5(6)
It's Not Easy
6(3)
The Three Big Ideas
9(1)
Ensuring that All Students Learn
9(1)
Building a Collaborative Culture
9(1)
Establishing a Focus on Results
10(1)
Conclusion
10(1)
chapter two Alignment's Essential Components
11(18)
Defining District Roles
11(3)
The Three Roles
11(1)
Role Bridges
12(1)
The Cascading Effect
13(1)
Communicating Through Data
14(10)
Collecting Formative and Summative Assessments
17(1)
Data Comparisons
18(1)
Audience-Based Data
18(2)
Role-Based Reporting of Data
20(4)
Applying Loose and Tight Leadership
24(3)
Reciprocal Accountability
25(1)
Role Expertise
26(1)
Commitment to the Big Ideas
26(1)
Applying the Alignment Constants
27(1)
Conclusion
28(1)
chapter three Aligning to a Focus on Learning
29(30)
The Strategic Role
29(1)
The Tactical Role
30(1)
The Operational Role
30(1)
Non-Negotiables for Ensuring a Focus on Learning
30(14)
A Guaranteed and Viable Curriculum
30(4)
A Balanced and Coherent System of Assessment
34(5)
A Schoolwide Pyramid of Interventions
39(5)
Alignment Constants
44(5)
Strategic Responsibilities
44(4)
Tactical Responsibilities
48(1)
Operational Responsibilities
48(1)
Case Study for a Focus on Learning
49(8)
Deconstructing the Story: What Went Right
51(2)
Deconstructing the Story: What Went Wrong
53(4)
Summary
57(1)
Conclusion
57(2)
chapter four Aligning to a Collaborative Culture
59(32)
The Strategic Role
59(1)
The Tactical Role
60(1)
The Operational Role
61(1)
Non-Negotiables for Building a Collaborative Culture
61(22)
Shared Mission, Vision, Values, and Goals
62(4)
High-Performing Collaborative Teams
66(5)
Creating Intentional Collaboration
71(6)
Alignment Constants
77(6)
Case Study for Building a Collaborative Culture
83(6)
Deconstructing the Story: What Went Right
84(2)
Deconstructing the Story: What Went Wrong
86(3)
Summary
89(1)
Conclusion
89(2)
chapter five Aligning to a Results Orientation
91(34)
The Strategic Role
91(1)
The Tactical Role
92(1)
The Operational Role
93(1)
Non-Negotiables for Establishing a Results Orientation
93(23)
Establishing a Data Mindset
93(10)
Data Management, Collection, and Analysis
103(5)
Data-Based Action to Improve Results
108(2)
Alignment Constants
110(6)
Case Study for Establishing a Results Orientation
116(8)
Deconstructing the Story: What Went Right
118(1)
Deconstructing the Story: What Went Wrong
119(5)
Summary
124(1)
Conclusion
124(1)
chapter six An Alternative to Dead Reckoning: Assessing PLC Alignment
125(10)
Why Alignment Appraisal Tools?
125(1)
The Big Idea Assessment Instrument---Appraisal Tool 1
126(4)
The Alignment Constants Instrument---Appraisal Tool 2
130(1)
Conclusion
131(2)
Epilogue
133(2)
Appendix
Big Idea Self-Assessments
135(1)
Self-Assessment for a Focus on Learning
136(3)
Self-Assessment for Building a Collaborative Culture
139(3)
Self-Assessment for a Results Orientation
142(3)
References and Resources 145(4)
Index 149
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