Building sustainable futures: emerging understandings of the significant contribution of the professional learning community

Andrews, Dorothy and Lewis, Marian (2004) Building sustainable futures: emerging understandings of the significant contribution of the professional learning community. Improving Schools, 7 (3). pp. 129-150. ISSN 1365-4802

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Abstract

[Abstract]: This article draws on the experiences of a range of Australian schools engaging with a teacher-centred process of whole-school renewal known as IDEAS (Innovative Designs for Enhancing Achievement in Schools). IDEAS enhances the professional capacity of teachers to improve school outcomes such as student learning, relationships with the community, and the coherence of school operation. The article explores how through their engagement with IDEAS, teacher leaders emerge from the professional learning community of the school. After outlining the essential elements of IDEAS, the article explores: how teacher leaders can work collaboratively with administrators to create a contextualized pedagogical framework that transforms their practice; the key concepts of parallel leadership; alignment; and professional conversation. Working with IDEAS, schools create their own futures, supported by their particular pedagogical framework and ways of working. Examples are drawn from particular schools to illustrate the diversity of their experiences and of their learning.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access due to publisher copyright restrictions.
Depositing User: Dr Marian Lewis
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 00:49
Last Modified: 02 Jul 2013 22:39
Uncontrolled Keywords: school revitalisation, teacher leadership, professional learning community
Fields of Research (FOR2008): 13 Education > 1301 Education Systems > 130199 Education systems not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Identification Number or DOI: doi: 10.1177/1365480204047345
URI: http://eprints.usq.edu.au/id/eprint/1673

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