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The Whole-Faculty Study Groups Fieldbook

The Whole-Faculty Study Groups Fieldbook
Lessons Learned and Best Practices From Classrooms, Districts, and Schools

Edited by:
  • Dale W. Lick - Florida State University Learning Systems Institute and Department of Educational Leadership and Policy Studies
  • Carlene U. Murphy - National Whole-Faculty Study Groups Center

Foreword by Harold M. Brewer

July 2006 | 328 pages | Corwin
The Whole-Faculty Study Group (WFSG) System is a student-centred, teacher-driven process for facilitating major staff development and schoolwide change. When applied properly, it has produced extraordinary results for thousands of teachers and students in schools and school districts across the country.

The Whole-Faculty Study Groups Fieldbook is a comprehensive guide to applying the WFSG process. Edited by Dale Lick and Carlene Murphy, this practical manual provides concrete strategies for implementing and sustaining a school improvement process in any environment. Offering extensive experience, each contributor explores a different aspect of Whole-Faculty Study Groups and supplies lessons learned and many first-hand examples of successful school reform and student performance enhancement. Written to complement existing resources or serve as a stand-alone guide, this book will:

• Demonstrate how concepts can be applied in a variety of school improvement efforts

• Present relevant strategies and activities

• Illustrate how to use suggestions in real-world situations

• Highlight critical concepts through extensive case examples

• Provide helpful tips and lessons learned

• Explain how findings can be applied to professional learning communities

Offering numerous illustrations of the WFSG System in action and a comprehensive collection of tools for initiating and sustaining successful improvement programs, this fieldbook is an essential resource for administrators, staff developers, and teachers involved with any type of school change process.

Foreword by Harold M. Brewer
About the Contributors
About the Editors
Part I: Getting Started
Carlene U. Murphy and Dale W. Lick
1. Introducing Whole-Faculty Study Groups
Ann Proctor
2. Applying the Whole-Faculty Study Groups Framework in Schools
Michael Murphy
3. Aligning Whole-Faculty Study Groups With Staff Development Standards
Part II: Leadership and Sponsorship
J. Patrick Mahon
4. Enhancing the Principal's Instructional Leadership Role
Anita Kissinger
5. Strengthening School Improvement Plans Through District Sponsorship
Adam Urbanski and Xochitl Perez Castillo
6. Partnering With Teacher Unions for School Improvement
Part III: Study Groups and Learning Communities
Andrew E. Koenigs
7. Answering the Question: Do Professional Learning Communities Really Work?
Robin P. Cooper and Gwendolyn Baggett
8. Establishing Student Study Groups
Emily Weiskopf
9. Implementing Study Groups for Principals
Part IV: Key Success Elements
Carlene U. Murphy
10.The Whole-Faculty Study Groups Rubric: Defining Context, Process, and Content
Kenneth Sherman and Kim Reynolds-Manglitz
11. Building Commitment
Michael L. Rothman and Ronald E. Walker
12. Using Study Groups for Cultural Change in Schools
Jill Potts and Jeff Zoul
13. Changing School Culture
Teri Roberts
14. Using Data to Improve Achievement in Mathematics
Karl H. Clauset, Sherman H. Parker, and Marcia R. Whitney
15. Making Data-Based Decisions for School Success
Part V: Instructional Strategies
Steve Keyes
16. Improving the Quality of Student Performance
Terri L. Jenkins and Lynn K. Baber
17. Implementing Instructional Strategies
Julie J. Nall
18. Implementing Reading and Mathematics Programs
Charlotte Ann Buisson
19. Enhancing Performance in the English Language Arts
Lisa S. Smith
20. Raising Student Achievement in Reading and Mathematics
Angela S. Dillon
21. Improving Reading in Primary Grades
Part VI: Perspectives for Teachers and Teaching
Beverly S. Strickland
22. Increasing Teacher Learning to Improve Student Learning
Danette R. Smith
23. Changing Teachers' Beliefs About Students and Learning
Beverly A. Gross
24. Creating School Successes: A Teacher's Point-of-View
Emily Weiskopf
25. Planning and Implementing Strategies for School Improvement
Jill Potts and Jeff Zoul
26. Activating a Professional Teacher Evaluation Model
Part VII: State and National Initiatives
Teri Roberts
27. Going Statewide With Whole-Faculty Study Groups in Louisiana
Deb Page and Gale Hulme
28. Developing and Supporting Leaders: A New Day, A New Way With New Results
Stephen M. Preston
29. Improving Schools Through Statewide Collaboration
Carlene U. Murphy
30. Establishing a Support Network: The National Whole-Faculty Study Groups Center
Part VIII: An Overview of School Reform
Dale W. Lick and Carlene U. Murphy
31. Improving Schools: Seeing the Big Picture
Action Research--Related Sources

"Here are real-world examples of the WFSG model with the potential to guide the conversation toward core values, effective teaching, and improved student learning. You will have the opportunity to experience this model and general school improvement from the eyes of practitioners at all levels."

From the Foreword by Harold M. Brewer

Sample Materials & Chapters



Chapter 1

Dale W. Lick

Dale W. Lick is President and Professor Emeritus at Florida State University, a former President of Georgia Southern University, University of Maine, and Florida State University, and, most recently, a University Professor at Florida State University, where he did research in the Learning Systems Institute and taught and directed doctoral students in the Department of Educational Leadership and Policy Studies, and worked on educational and organizational projects involving transformational leadership, change creation, learning organizations, distance learning, school improvement, enhanced student performance, educational technology, new... More About Author

Carlene U. Murphy

Carlene U. Murphy is founder and executive director of the National WFSG Center and the principal developer of the Whole-Faculty Study Groups® system of professional development. In August 2007, she began her 50th year of work in public schools. She started her teaching career in 1957 as a fourth grade teacher in her hometown of Augusta, GA. The next year she moved to Memphis, TN where she taught for 13 years, returning to Augusta in 1972 and retiring from the district in 1993 as its director of staff development. During her 15 years as the district’s chief staff developer, the district received many accolades, including the Award for... More About Author

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