Citation

Leadership Supports for Evidence-based Teacher Professional Learning Communities

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Abstract:

This paper reports findings from a longitudinal study of three urban elementary schools engaged in whole-school literacy reform work that included the development of grade level evidence-based professional learning communities as one element of reform work. Specifically, this paper documents the development and evolution of grade level evidence-based professional learning communities with emphasis on the examination of the various the forms of leadership--principal, teacher leader, and school leadership team--and the key leadership actions that supported this evolution.

Most Common Document Word Stems:

profession (33), develop (30), school (26), communiti (22), teacher (18), grade (17), level (17), princip (15), reflect (13), learn (10), data (9), video (9), support (9), session (9), specif (8), leadership (7), work (7), year (7), student (7), practic (7), one (7),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378542_index.html
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MLA Citation:

Cosner, Shelby. "Leadership Supports for Evidence-based Teacher Professional Learning Communities" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 18, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378542_index.html>

APA Citation:

Cosner, S. , 2009-11-18 "Leadership Supports for Evidence-based Teacher Professional Learning Communities" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378542_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper reports findings from a longitudinal study of three urban elementary schools engaged in whole-school literacy reform work that included the development of grade level evidence-based professional learning communities as one element of reform work. Specifically, this paper documents the development and evolution of grade level evidence-based professional learning communities with emphasis on the examination of the various the forms of leadership--principal, teacher leader, and school leadership team--and the key leadership actions that supported this evolution.


Similar Titles:
Examining the Effects of Mentor Teacher’s Leadership Practices Levels of Interaction on Student Intern’s Efficacy in the Learning Organizations of Professional Development Schools

Supporting Connections: A School-Based Professional Development Model Involving Multi-Grade Level Communities of Practice

Urban School District-Researcher Partnerships to Support the Development of Math Specific Instructional Leadership Practices in Principals


 
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