Exploring School Leaders Communities of Practice and School Improvement

2021 ◽  
pp. 019263652110339
Author(s):  
Dana L. Bickmore ◽  
Miguel M. Gonzales ◽  
Maria B. Roberts
Keyword(s):  
School Improvement ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Development Project ◽  
School Improvement Plan ◽  
School Improvement Planning ◽  
Improvement Plan

This case study describes a pilot professional development project in which school leaders met regularly in a community of practice to clarify each other’s identification of a problem of practice followed by development and implementation of a school improvement plan. Findings indicated positive perceptions of and engagement in the community of practice, revealing this process provided a platform for authentic feedback, reflective practice, and means to share ideas. Participants reported improved leadership behaviors associated with school improvement planning and implementation.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

Perceptions of the Purpose and Value of the School Improvement Plan Process

2012 ◽  
Vol 76 (2) ◽  
pp. 158-173 ◽  
Author(s):  
David M. Dunaway ◽  
Do-Hong Kim ◽  
Elizabeth R. Szad
Keyword(s):  
School Improvement ◽  
School Improvement Plan ◽  
Improvement Plan

scholarly journals Teacher Interculturality in an English as a Second Language Elementary Pull-Out Program: Teacher as Broker in the School’s Community of Practice

2018 ◽  
Author(s):  
Carmen Durham
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Intercultural Competence ◽  
Cultural Norms ◽  
School Students ◽  
Ethnographic Interviews ◽  
Pull Out ◽  
Cultural Boundaries ◽  
Cultural Experiences

This case study investigated how one teacher, Lidia (a pseudonym), used her own cross-cultural experiences to socially and academically assist elementary school students who were crossing cultural boundaries of their own. This study used ethnographic interviews and classroom observations to explore Lidia’s experiences and struggles as she crossed cultural boundaries and built intercultural competence and how those experiences related to her teaching methods. Lidia used stories, multicultural images, and the students’ home languages so that her students could become confident in their multicultural and multilingual identities instead of solely assimilating. Teaching interculturally for Lidia meant empowering students to balance their home cultures while creating meaningful opportunities for them to practice English and school cultural norms. This study adds to literature on intercultural competence and communities of practice by exploring how interculturality may be advantageous in helping teachers work with diverse and international students by allowing them to act as brokers within the school’s community.

scholarly journals Compliance of Public Elementary Schools with the Enhanced School Improvement Plan

2019 ◽  
Vol 2 (1) ◽  
pp. 120
Author(s):  
Lawrence Jerome P. Granada
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Comparative Research ◽  
Assessment Tool ◽  
Implementation Process ◽  
School Improvement Plan ◽  
Improvement Plan ◽  
School Demographics ◽  
Public Elementary Schools ◽  
Compliance Level

This descriptive-comparative research was conducted to determine the compliance level of public elementary schools in Bacolod City Division with the Enhanced School Improvement Plan (E-SIP) as assessed by internal and external assessors when taken as a whole and when compared according to school demographics in the major phases of E-SIP development and implementation process. Likewise, it detailed the challenges and actions undertaken in the E-SIP compliance. Using the standardized SIP quality assessment tool, the results revealed a ‘satisfactory’ level of E-SIP compliance as a whole while ‘highly satisfactory’ levels in plan and act phases. It further showed significant differences in preparatory, assess and act phases for both school performance and designation of assessors. The results of the assessment were attributed to varying interpretation of some criteria and the absence of mode of verification in the E-SIP compliance. Hence, a policy recommendation was designed to attain successful E-SIP compliance of public elementary schools.

A lack of authentic school improvement plan development

2019 ◽  
Vol 57 (3) ◽  
pp. 261-278 ◽  
Author(s):  
Coby Vincent Meyers ◽  
Bryan Alexander VanGronigen
Keyword(s):  
School Improvement ◽  
School Improvement Plan ◽  
Improvement Plan

UBLC School Climate: Basis for School Improvement Plan

2018 ◽  
Vol 24 (7) ◽  
pp. 4853-4856
Author(s):  
Haidee Angeles ◽  
Alphie Garing ◽  
Minie Rose C Lapinid
Keyword(s):  
School Climate ◽  
School Improvement ◽  
School Improvement Plan ◽  
Improvement Plan

Communities of practice: control or autonomy?

2016 ◽  
Vol 37 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Thibaut Bardon ◽  
Stefano Borzillo
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Western Europe ◽  
Middle Managers ◽  
Single Case ◽  
Managerial Control ◽  
Content Type ◽  
Practical Implications ◽  
Practical Recommendations

Purpose – The purpose of this paper is to address the question of how two seemingly opposite principles – managerial control and autonomy – simultaneously affect, positively and negatively, managers’ motivation to develop together innovative practices in a community of practice (the Custoprog community). Design/methodology/approach – A single-case study was conducted in the Custoprog community, during which 22 semi-directive interviews with Custoprog members were conducted over a period of eight months. Members are all EuroAirport middle managers of EuroAirport (a Western Europe international airport). Findings – The findings highlight how Custoprog members experience the conflicting situation of enjoying some autonomy (granted by top management), while being subjected to some degree of managerial control. Our results focus on how these two opposite principles (control and autonomy) simultaneously (positively as well as negatively) affect the motivation of Custoprog members to develop innovative practices together. Research limitations/implications – The study is limited by the scope of the sample. Further research conducted in multiple communities of practice (CoPs) may therefore be useful for comparability purposes, and to generalize our results. Practical implications – We provide a set of practical recommendations to steer CoPs effectively, by achieving a delicate balance between control and autonomy. Originality/value – Our investigation contributes to understanding the strategic benefits of using CoPs as an informal means of developing and diffusing customer-related innovative practices.

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