The creation of a professional learning community for school leaders : : insights on the change process from the lens of the school leader / / Amalia Humada-Ludeke.

• Author: Humada-Ludeke, Amalia.
• Place / Publishing House: Rotterdam : : Sense,, [2013]; ©2013
• Year of Publication: 2013
• Edition: 1st ed. 2013.
• Language: English
• Physical Description: 1 online resource (157 pages)
• Notes: Description based upon print version of record.

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.

Table of Contents

""The Creation of a Professional Learning Community for School Leaders: Insights on the Change Process from the Lens of the School Leader""; ""TABLE OF CONTENTS""; ""ACKNOWLEDGMENTS""; ""INTRODUCTION""; ""PURPOSE""; ""RATIONALE FOR THE PROJECT""; ""THEORETICAL FRAMEWORKS""; ""FOUR FRAMEWORK APPROACH TO LEADERSHIP""; ""HUMAN RESOURCE FRAME""; ""TRANSFORMATIONAL LEADERSHIP FRAMEWORK""; ""METHODS""; ""JOURNEY""; ""STAYING THE COURSE""; ""TURNING-POINT""; ""EMERGING PARTNERSHIP""; ""ADMINISTRATORS� PROFESSIONAL LEARNING COMMUNITY""; ""ORGANIZATION OF THE BOOK""

""CHAPTER 1: THE EVOLVING ROLE OF THE PRINCIPAL""""CHAPTER 2: UNIVERSITY-DISTRICT PARTNERSHIPS""; ""CHAPTER 3: DEVELOPING THE MODEL FOR THE ADMINISTRATORS� PLC""; ""CHAPTER 4: INSIGHTS ON THE PRINCIPALS PRIOR TO THE PLC""; ""CHAPTER 5: CHANGED PRINCIPAL PERCEPTIONS""; ""CHAPTER 6: LINKING CHANGED PRINCIPAL PERCEPTIONS TO PRACTICE""; ""CHAPTER 7: PRINCIPALS� PERCEPTIONS CENTERED ON THE UNIVERSITY-DISTRICT PARTNERSHIP""; ""CHAPTER 8: CONCLUSION""; ""CHAPTER 1: THE EVOLVING ROLE OF THE PRINCIPAL""; ""CONTEXTUAL LANDSCAPE""

""NEW ROLE CONCEPTUALIZATIONS OF THE PRINCIPALSHIP IN AN ERA OF ACCOUNTABILITY""""THE PREMISE OF THE 5-YEAR UNIVERSITY-DISTRICT PROJECT""; ""THE NO CHILD LEFT BEHIND ACT IN AN ERA OF ACCOUNTABILITY""; ""HISTORICAL ROLE OF THE PRINCIPAL""; ""PRINCIPAL AS MANAGER""; ""PRINCIPAL AS INSTRUCTIONAL LEADER""; ""INSTRUCTIONAL LEADERSHIP: SECOND TO TEACHING""; ""CAUSE AND EFFECT OF NEW UNDERSTANDING""; ""DISCONNECTED PRACTICES THROUGHOUT THE PK-20 PIPELINE""; ""HISTORICAL FUNCTION OF PROFESSIONAL DEVELOPMENT""; ""COLLABORATIVE PROFESSIONAL DEVELOPMENT TO FACILITATE CHANGE""; ""RECULTURING PROCESS""

""ELEMENTS OF EFFECTIVE LEADERSHIP PRACTICES""""PROFESSIONAL LEARNING COMMUNITIES""; ""OPERATIONAL DEFINITION OF A PLC""; ""CAPACITY TO IMPLEMENT SYSTEMIC CHANGE INITIATIVES""; ""PLCS AND THE INSTRUCTIONAL LEADER""; ""ELEMENTS EMBEDDED IN A PROFESSIONAL LEARNING COMMUNITY""; ""COMMON MISSION, VISION, VALUES, AND GOALS THAT ARE FOCUSED ON TEACHING AND LEARNING""; ""THEMES OF CAPACITY BUILDING AND COLLABORATION""; ""CONCLUSION""; ""CHAPTER 2: UNIVERSITY-DISTRICT PARTNERSHIPS""; ""CHAPTER OVERVIEW""; ""HISTORICAL ROLE OF UNIVERSITY AND SCHOOL-DISTRICT PARTNERSHIPS""

""PROFESSIONAL DEVELOPMENT PARTNERSHIPS BETWEEN HIGHER EDUCATION AND PUBLIC SCHOOLS""""SIGNIFICANCE OF PARTNERSHIPS""; ""COMPLEXITY OF PARTNERSHIPS""; ""CHALLENGES OF BRINGING TOGETHER TWO INHERENTLY DIFFERENT SYSTEMS""; ""CHANGED EXPECTATIONS AND NEW CHALLENGES FOR PARTNERSHIPS""; ""EXTERNAL FACTORS SERVING AS CATALYSTS FOR CHANGING LEADERSHIP PRACTICE""; ""UNIVERSITY-DISTRICT PARTNERSHIPS IN AN ERA OF ACCOUNTABILITY""; ""SYSTEMS-THINKING""; ""EMBEDDED TEACHER PROFESSIONAL DEVELOPMENT""; ""THE CASE FOR PROFESSIONAL LEARNING COMMUNITIES""

""LINKING THE ROLE OF PLCS TO TEACHER GROWTH AND PRINCIPAL RESPONSIBILITY""