The creation of a professional learning community for school leaders: insights on the change process from the lens of the school leader
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam
Sense Publishers
[2013]
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Description based on print version record |
| Beschreibung: | 1 online resource (vii, 154 pages) illustrations |
| ISBN: | 9462093180 9462093199 9462093202 9789462093188 9789462093195 9789462093201 |
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| 505 | 8 | |a 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 | |
| 505 | 8 | 0 | |t Introduction -- |t The Evolving Role of the Principal -- |t University-District Partnerships -- |t Developing the Model for the Administrators' PLC -- |t Insights on the Principals Prior to the PLC -- |t Changed Principal Perceptions -- |t Impact on Practice -- |t Principals' Perceptions of the University-District Partnership -- |t Narrative from the Lens of the Author |
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| 650 | 7 | |a Educational leadership |2 fast | |
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| 650 | 7 | |a School principals |2 fast | |
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Datensatz im Suchindex
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| author | Humada-Ludeke, Amalia |
| author_facet | Humada-Ludeke, Amalia |
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| contents | 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 Introduction -- The Evolving Role of the Principal -- University-District Partnerships -- Developing the Model for the Administrators' PLC -- Insights on the Principals Prior to the PLC -- Changed Principal Perceptions -- Impact on Practice -- Principals' Perceptions of the University-District Partnership -- Narrative from the Lens of the Author |
| ctrlnum | (OCoLC)858275827 (DE-599)BVBBV043036042 |
| dewey-full | 371.2/07 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/07 |
| dewey-search | 371.2/07 |
| dewey-sort | 3371.2 17 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Humada-Ludeke, Amalia Verfasser aut 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 Rotterdam Sense Publishers [2013] 1 online resource (vii, 154 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Description based on print version 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 Introduction -- The Evolving Role of the Principal -- University-District Partnerships -- Developing the Model for the Administrators' PLC -- Insights on the Principals Prior to the PLC -- Changed Principal Perceptions -- Impact on Practice -- Principals' Perceptions of the University-District Partnership -- Narrative from the Lens of the Author EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Educational change fast Educational leadership fast Professional learning communities fast School improvement programs fast School principals fast Professional learning communities School principals School improvement programs Educational leadership Educational change Qualitätssteigerung (DE-588)4176587-4 gnd rswk-swf Schulentwicklung (DE-588)4126892-1 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Schulleiter (DE-588)4127948-7 gnd rswk-swf Schulleiter (DE-588)4127948-7 s Schulentwicklung (DE-588)4126892-1 s Schule (DE-588)4053474-1 s Qualitätssteigerung (DE-588)4176587-4 s 1\p DE-604 Erscheint auch als Druck-Ausgabe Humada-Ludeke, Amalia Creation of a professional learning community for school leaders http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=643867 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Humada-Ludeke, Amalia The creation of a professional learning community for school leaders insights on the change process from the lens of the school leader 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 Introduction -- The Evolving Role of the Principal -- University-District Partnerships -- Developing the Model for the Administrators' PLC -- Insights on the Principals Prior to the PLC -- Changed Principal Perceptions -- Impact on Practice -- Principals' Perceptions of the University-District Partnership -- Narrative from the Lens of the Author EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Educational change fast Educational leadership fast Professional learning communities fast School improvement programs fast School principals fast Professional learning communities School principals School improvement programs Educational leadership Educational change Qualitätssteigerung (DE-588)4176587-4 gnd Schulentwicklung (DE-588)4126892-1 gnd Schule (DE-588)4053474-1 gnd Schulleiter (DE-588)4127948-7 gnd |
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| title | The creation of a professional learning community for school leaders insights on the change process from the lens of the school leader |
| title_alt | Introduction -- The Evolving Role of the Principal -- University-District Partnerships -- Developing the Model for the Administrators' PLC -- Insights on the Principals Prior to the PLC -- Changed Principal Perceptions -- Impact on Practice -- Principals' Perceptions of the University-District Partnership -- Narrative from the Lens of the Author |
| title_auth | The creation of a professional learning community for school leaders insights on the change process from the lens of the school leader |
| title_exact_search | The creation of a professional learning community for school leaders insights on the change process from the lens of the school leader |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | The creation of a professional learning community for school leaders |
| title_sort | the creation of a professional learning community for school leaders insights on the change process from the lens of the school leader |
| title_sub | insights on the change process from the lens of the school leader |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Educational change fast Educational leadership fast Professional learning communities fast School improvement programs fast School principals fast Professional learning communities School principals School improvement programs Educational leadership Educational change Qualitätssteigerung (DE-588)4176587-4 gnd Schulentwicklung (DE-588)4126892-1 gnd Schule (DE-588)4053474-1 gnd Schulleiter (DE-588)4127948-7 gnd |
| topic_facet | EDUCATION / Administration / General EDUCATION / Organizations & Institutions Educational change Educational leadership Professional learning communities School improvement programs School principals Qualitätssteigerung Schulentwicklung Schule Schulleiter |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=643867 |
| work_keys_str_mv | AT humadaludekeamalia thecreationofaprofessionallearningcommunityforschoolleadersinsightsonthechangeprocessfromthelensoftheschoolleader |