A r c h i v e d  I n f o r m a t i o n

3. School Capacity Building and Professional Development

Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.

This literature review defines and describes a professional learning community composed of teachers and administrators; documents what happens when school staff work collectively to ensure increased learning for students; and discusses what is known about creating professional learning communities in schools. The review identifies five attributes of professional learning communities: (1) supportive and shared leadership; (2) collective creativity; (3) shared values and vision; (4) supportive conditions; and (5) shared personal practice. According to the author, this body of research demonstrates improved outcomes for both students and faculties in schools organized as professional learning communities.

Joyce, B., & Calhoun, E. (1995). An inquiry not a formula. Educational Leadership, (52)7, 51.

The authors suggest ways to overcome structural barriers and encourage school renewal through internal reorganization. Under this framework, school improvement plans are hypotheses rather than panaceas. The article explores six hypotheses relating to reorganizing schedules to provide time for collective inquiry; creating an environment characterized by active democracy and collective inquiry; studying the learning environment; connecting faculties to current research on teaching and learning; restructuring staff development as an inquiry into curriculum and instruction; and having faculties work collaboratively.

National Staff Development Council. (1994). Standards for staff development. Oxford, OH: Author.

The National Staff Development Council, in conjunction with other organizations and experts, developed standards to guide schools and districts in improving the quality of staff development. The standards address organizational culture, the mechanism of staff development, and the actual skills and knowledge effective educators need. Separate editions are available for elementary, middle, and high schools. A study guide accompanies each edition and includes an assessment instrument and suggestions for using the standards to promote high-quality school-based staff development. In addition, a self-assessment and planning tool enables users to determine where to focus their staff development efforts.

Wood, F. (1993). How to organize a school-based staff development program. Alexandria, VA: Association for Supervision and Curriculum Development.

This booklet describes a multi-stage approach to staff development. It provides strategies for developing ownership and commitment, designing in-service training that is based on adult learning theories, and ensuring that in-service training influences classroom practices. The book advocates the continuous involvement of all staff members.

Additional Publications about School Capacity Building and Professional Development

Ashby, D.E., Maki, D.M., & Cunningham-Morris, A. (1996). Organization development: Using data for decision making. Journal of Staff Development, 17(1), 8-11.

Fullan, M. (1994). Change forces: Probing the depths of educational reform. New York: The Falmer Press.

Fullan, M., & Hargreaves, A. (Eds.). (1993). Teacher development and educational change. London, England: The Falmer Press.

Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.

Gall, M.D., & Vojtek, R.O. (1994). Planning for effective staff development: Six research-based models. ERIC Clearinghouse on Educational Management, 97403-5207.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the post modern age. New York: Teachers College Press.

Harvard Education Review. (1998). Professional Development (Focus Series 4). Cambridge, MA: Harvard Graduate School of Education.

Joyce, B., & Showers, B. (1995). Student achievement through staff development (rev. ed). White Plains, NY: Longman, Inc.

Joyce, B., Showers, B., & Rolheiser-Bennett, C. (1987). Staff development and student learning: A synthesis of research on models of teaching. Educational Leadership, 45(2), 11-23.

Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591-596.

Little, J.W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.

Rossman, G.B., Corbett, H.D., & Firestone, W.A. (1988). Change and effectiveness in schools: A cultural perspective. Albany, NY: State University of New York Press.

San Antonio Independent School District. (1997). Developing a community of learners: A resource guide for school improvement. San Antonio, TX: Author.

Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development and Oxford, OH: National Staff Development Council.

Wehlage, G., Smith, G., & Lipman, P. (1989). Reducing the risk: Schools as communities of support. Philadelphia, PA: Falmer Press.

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