Communities That Learn Lead And Last

Communities That Learn, Lead, and Last offers a fresh and compelling perspective while providing practical guidance for schools and districts on how to develop "professional learning communities" that serve to instill educational ideals, share wisdom, improve practice, and enhance capacity across the system. Comprised of any combination of teachers, school leaders, staff developers, district personnel, and even students, professional learning communities, as described in this book, break new ground and challenge the status quo by focusing on the reconciliation of individual and organizational expertise, vision, and needs through a variety of collaborations, activities and projects?ranging from classroom-related work to broader issues of policy, leadership, and organizational improvement. Depending on their needs, maturity, purpose, and membership, professional learning communities can be centered on learning, leading, or lasting. Showing how such communities can become the means for improving teaching and learning, as well as promote and sustain educational innovations, the book maps out the community-building essentials, providing guidance, tools, and carefully crafted rubrics.

Imagine all professionals in all schools engaged in continuous professional learning! Education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal's critical role in the creation, development, and support of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in initiating and developing a PLC that supports teachers and students. Using field-tested examples, the text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement

Featuring contributions from top educators, the third volume of The Soul of Educational Leadership series examines leadership and moral choices and offers strategies for supporting professional learning communities.

Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.

The world is changing, and so are our donors. In the future, it will become even more important for organizations to find leads, supporters and new donors online - because digitization is a bottleneck in fundraising. This book highlights universal fundraising opportunities. It explains the fundamentals of lead community fundraising and why, especially in digital times, it is important to start with the people - the community. The main topic of the book is the current state of digital fundraising, which is becoming more and more important. More than 45 examples from international fundraising practices provide a valuable foundation for all practitioners in this field.

Incorporating motivational theory and the authors' administrative experience, this resource presents 10 strategies for developing a collegial learning community through positive interdependence, reciprocal relationships, and mutual responsibility.

Would our world be a better place if some of us were benders? Can Katara repair the world through care? Is Toph a disability pride icon? What does it mean for Zuko to be bad at being good? Can we tell whether uncle Iroh is a fool or a sage? The world is out of sorts. The four nations, Water, Earth, Fire, and Air, are imbalanced because of the unrelenting conquest of the Fire Nation. The only one who can restore balance to the world is the Avatar. On the face of it, Avatar: The Last Airbender is a story about a lone superhero. However, saving the world is a team effort, embodied in Team Avatar, aka the Gaang. Aang needs help from his friends and tutors, even from non-human animals. Through the teachings of Guru Pathik and Huu he comes to realize that though the world and its nations seem separate, we are all one people. We all have the same roots and we are all branches of the same tree. Avatar: The Last Airbender and Philosophy brings to the fore the Eastern, Western, and Indigenous philosophies that are implicit in the show. Following Uncle Iroh’s advice that it is important to draw wisdom from many traditions, this volume features contributions by experts on Buddhist, Daoist, Confucian, and Indigenous schools of thought, next to focusing on Western classical authors such as Plotinus, Kant, and Merleau-Ponty. The volume is also unique in drawing on less common traditions such as black abolitionism, anarchism, and the philosophy of martial arts. Intertwining experience and reflection, ATLA and Philosophy helps readers to deeply engage with today’s burning questions, such as how to deal with ecological destruction, the aftermath of colonialism and genocide, and wealth inequality, using the tools from a wide range of philosophical traditions.

Never before has there been such strong recognition of the importance of community-based green spaces to local communities and urban redevelopment. This book is an autoethnographic account of the challenges and breakthroughs of learning to lead together. The interwoven stories provide first-hand, evocative examples of how an ecological and community approach to organisational development and urban regeneration helped shift the business as usual paradigm. It will help you identify and step beyond individualistic and ‘heroic’ notions of leadership, and will inspire you to find your own way of embracing natural and shared authority. The book focuses on the experiences of developing an environmental education charity in London; Global Generation. It shows how action research, nature practice and storytelling has successfully grown shared purpose, trust and collaboration, both within Global Generation and in the wider community. The style and structure of the book reflects the participatory approach that it presents. The author, Jane Riddiford, deliberately challenges the norms of authorship, which is shaped by the dominant Western narrative – objective, authorless and ‘othered’. This book goes beyond this narrow framework, combining different styles of writing, including traditional and autobiographical storytelling, diary entries and co-writing. Along with practice accounts of what happened, challenges raised and lessons learned, each chapter will also include other people’s descriptions of their experience of being involved in the process.