System-Level Instructional Leadership--A District-Level Leadership Case: Implementing PLCs in Schools

Autor/in	Archbald, Doug
Titel	System-Level Instructional Leadership--A District-Level Leadership Case: Implementing PLCs in Schools
Quelle	In: International Journal of Educational Leadership Preparation, 11 (2016) 2, S.116-151 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Leitfaden; Unterricht; Lehrer; Strategic Planning; School Districts; Communities of Practice; Central Office Administrators; Communication Skills; Educational Change; Resource Allocation; Faculty Development; Curriculum Development; Skill Development; Budgeting; Decision Making; Academic Achievement; Superintendents + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Strategy; Planning; Strategie; Planung; School district; Schulbezirk; Community; Kommunikationsstil; Bildungsreform; Ressourcenallokation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Decision-making; Entscheidungsfindung; Schulleistung; Schulrat
Abstract	Objective of the Case--There is a large volume of theoretical and "how to" literature on professional learning communities (PLCs), but little documenting the challenges of implementation and even less on the challenges of system-wide implementation of PLCs. This case is about the role of the central office in initiating and supporting system level change to improve student learning through the implementation of PLCs. Change of this nature and scope raises many difficult challenges--decisions affecting resources, staff relationships, union policies, school scheduling, curriculum, professional development, and instruction--and these are challenges and decisions that prospective school and district leaders need to understand and anticipate in order to lead successful change. This case is intended to deepen learners' understanding of the theory and research behind PLCs and the complexities and challenges of implementing change at the district level. The case is also intended to promote skill development: in communications (writing, speaking, tailoring messages to specific audiences), strategic planning (clarifying objectives, analyzing options and consequences, allocating resources, budgeting, adapting to stakeholders' interests, establishing timelines), instructional leadership (professional development, curriculum improvement, best practices for instruction) and human relations (empathy, supportiveness, self-efficacy). The case has three main portions: (1) theory and research background; (2) the case narrative concerning the initiative to implement PLCs in Marshall County School District; (3) and the list of discussion questions and tasks to extend and apply the learning from the case. The case could be covered in three class sessions: the first session, discussing the background readings and understanding the theory and research related to system level leadership and implementing instructional change; the second, discussing the case narrative and the end-of-case discussion questions; and the third, presenting and debriefing on tasks selected for more in-depth assignments to complete. (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01