Real World Professional Learning Communities

Foreword-Terri Croft Boman
Part I -Overview of book
Chapter 1: Introduction
Chapter 2: The Conceptual framework for Professional Learning Communities as Reform Initiatives
Daisy Arredondo Rucinski (Example of use by Kyra L. Rhyne)
Part II - Use of PLCs in Elementary Schools
Chapter 3: Teacher reflection and teacher development in elementary schools using Alabama's Instructional Partners Program (IPN)
Bradley A. Scott, Principal, Chaffee Elementary School, Huntsville, AL
Chapter 4: Elementary teacher reflection in professional learning communities and teacher learning
Rachel Real Poovey - Supervisor of Elementary Education, Decatur, AL City Schools
Chapter 5: Using PLC collaboration as a foundation for trust and teacher efficacy in elementary schools
Datie I. Priest - Principal, West Decatur Elementary School, Decatur, AL
Part III - Use of PLCs in middle and high schools
Chapter 6: Relationships among professional learning communities, trust, and student achievement in elementary and middle school mathematics.
Herbert A. Betts III - Madras Middle School, Assistant Principal, Coweta School System, Newnan, GA
Chapter 7: School Culture, Professional Learning Community and Student Achievement in Middle and High Schools
Amanda Hitson Cassity - District curriculum director, Northern Region, Tuscaloosa County Schools, Tuscaloosa, AL
Chapter 8: Common Planning in High School Departments: A Structure for Implementing Professional Learning Communities
Kyra L. Rhyne - District coordinator for virtual learning, Catoosa County Schools, Ringold, GA
Part IV - School, District, and State contexts in using PLCs as a school reform and accountability strategy:
Chapter 9: Using a professional learning community framework to support response to intervention (RTI) in middle and high schools
Nicole Spiller - District Director of Student and Intervention Services, Atlanta School System, Atlanta, GA
Chapter 10: Developing schools as professional learning communities: Does district level leadership matter?
Terri Croft Boman - University - K-12 Professional Development Director
Chapter 11: Professional development in the states: How statutes and regulations target teacher quality to improve student learning
Helen M. Hazi, Professor, West Virginia University and Daisy Arredondo Rucinski - Professor, The University of Alabama
Part V - What the research says about the effects of using PLCs in schools and student or teacher learning:
Chapter 12: Meta analyses of the research
Part 1: A meta-analytic review of dissertation research on Use of PLCs and student achievement
Part 2: A Meta-analytic Review of the Published Research on Use of PLCs and Student and Teacher Learning.
Susan McClendon Patrick, Secondary Curriculum Supervisor, Cullman County Schools, Cullman, AL; Daisy Arredondo Rucinski, Professor; and Sara Elizabeth Tomek, Associate Professor, UA.
Chapter 13: Conclusions, limitations, and implications for future research
Daisy Arredondo Rucinski
Index