LEADER 04362nam 2200685Ia 450 001 9910139992903321 005 20200520144314.0 010 $a0-470-55397-9 010 $a1-282-38036-2 010 $a9786612380365 010 $a1-118-26944-6 010 $a0-470-55366-9 010 $a0-470-55396-0 035 $a(CKB)1000000000821954 035 $a(EBL)468583 035 $a(OCoLC)507435830 035 $a(SSID)ssj0000343517 035 $a(PQKBManifestationID)11248013 035 $a(PQKBTitleCode)TC0000343517 035 $a(PQKBWorkID)10290880 035 $a(PQKB)10553477 035 $a(MiAaPQ)EBC468583 035 $a(Au-PeEL)EBL468583 035 $a(CaPaEBR)ebr10351101 035 $a(CaONFJC)MIL238036 035 $a(PPN)259998508 035 $a(EXLCZ)991000000000821954 100 $a20090817d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeacher collaboration for professional learning$b[electronic resource] $efacilitating study, research, and inquiry communities /$fCynthia Lassonde, Susan Israel, editors ; foreword by Janice F. Almasi 210 $aSan Francisco $cJossey-Bass$dc2009 215 $a1 online resource (211 p.) 300 $aDescription based upon print version of record. 311 $a0-470-46131-4 320 $aIncludes bibliographical references and index. 327 $aTeacher Collaboration for Professional Learning: Facilitating Study, Research, and Inquiry Communities; Contents; List of Figures, Tables, and Exhibits; Foreword; Preface; ORGANIZATION OF THE BOOK; ORGANIZING A STUDY GROUP; THE TONE OF THE BOOK; MOVING FORWARD; Acknowledgments; The Authors; The Contributors; Part 1: Why Support Collaborative Research?; Chapter 1: Improving Teacher Professional Learning; Chapter 2: Initiating Educational Improvements; Part 2: Building a Professional Learning Community; Chapter 3: Understanding the Inquiry Process; Chapter 4: Getting Started 327 $aChapter 5: Staying ProductivePart 3: Collaborating Effectively; Chapter 6: Ethical Considerations: Improving Group Dynamics; Chapter 7: Leadership Strategies for Collaborative Support Groups; Part 4: Model Learning Communities in Action; Chapter 8: School-Based and Partnership Communities; Chapter 9: Networking and Online Collaborations; Chapter 10: A Districtwide Model: The Fairfax County Public Schools Teacher Researcher Network; Epilogue: Supporting and Sustaining Professional Collaboration; FUTURE DIRECTIONS COLLABORATIVE GROUPS CAN CONSIDER 327 $aENCOURAGING LONGEVITY THROUGH PROFESSIONAL REFLECTIONCONCLUSION; Appendix A: Tools and Templates; Appendix B: Reflection Questions; PART TWO: BUILDING A PROFESSIONAL LEARNING COMMUNITY; PART THREE: COLLABORATING EFFECTIVELY; PART FOUR: MODEL LEARNING COMMUNITIES IN ACTION; Appendix C: Study Group Exercises; PART THREE: COLLABORATING EFFECTIVELY; PART FOUR: MODEL LEARNING COMMUNITIES IN ACTION; Appendix D: Valuable Resources; Appendix E: Teacher Research Survey; References; Index 330 $aTeacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major surv 606 $aTeachers$xIn-service training$zUnited States 606 $aTeachers$xProfessional relationships$zUnited States 606 $aProfessional learning communities$zUnited States 615 0$aTeachers$xIn-service training 615 0$aTeachers$xProfessional relationships 615 0$aProfessional learning communities 676 $a370.71/55 700 $aLassonde$b Cynthia A$0939431 701 $aLassonde$b Cynthia A$0939431 701 $aIsrael$b Susan E$0894296 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910139992903321 996 $aTeacher collaboration for professional learning$92117849 997 $aUNINA