Advertisement

Shared Voice and Vision: Fostering Professional Communities for Student Success

  • Joyce A. Mundy
Chapter

Abstract

The National Policy Board for Educational Administration developed professional standards for educational leaders that include fostering a professional community to promote student success. The principal’s priorities must include pedagogy and the professional learning of teachers. The principal’s primary work is to build a school culture where vision and priorities are clear. In order to achieve this, the role of the principal as lead learner is critical. Using the work of Fullan and DuFour on leading professional learning, the chapter focuses on how to create a culture focused on trust, shared vision, and action research. This type of learning community focuses not only on testing data but on the creation of a collaborative community where every person shares responsibility for learning so that student success and well-being are optimized.

Keywords

Professional learning communities Principal efficacy Cultural norms Transformational change Principal as lead learner 

References

  1. Bolman, L., & Deal, T. (2013). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.Google Scholar
  2. Bryk, A. S., Gomez, L. M., & Grunow, A. (2010). Getting ideas into action: Building networked improvement communities in education. Stanford: Carnegie Foundation for the Advancement of Teaching. Retrieved from http://www.carnegiefoundation.org/spotlight/webinar-bryk-gomez-building-networked-improvement-communities-in-education
  3. Community. (n.d.). Retrieved June 22, 2017, from https://www.merriam-webster.com/dictionary/community
  4. Drago-Severson, E. (2012). New opportunities for principal leadership: Shaping school climates for enhanced teacher development. Teachers College Record, 114(030306), 1–44.Google Scholar
  5. Drago-Severson, E., & Blum-DeStefano, J. (2014). Leadership for transformational learning: A developmental approach to supporting leaders’ thinking and practice. Journal of Research on Leadership Education, 9(2), 113–141.CrossRefGoogle Scholar
  6. DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.Google Scholar
  7. DuFour, R. (2011). Work together, but only if you want to. Kappan Magazine, 92(5), 57–61.Google Scholar
  8. DuFour, R., & Fullan, M. (2013). Cultures built to last. Systemic plc’s at work. Bloomington: Solution Tree.Google Scholar
  9. DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership, 70(7), 34–40.Google Scholar
  10. Fisher, D., Frey, N., & Pumpian, I. (2012). How to create a culture of achievement in your school and classroom. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
  11. Fullan, M. (2008a). Change leader. San Francisco: Jossey-Bass.Google Scholar
  12. Fullan, M. (2008b). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco: Jossey-Bass.Google Scholar
  13. Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco: Jossey-Bass.Google Scholar
  14. Glickman, C. (2002). Leadership for learning. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
  15. Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
  16. Hargreaves, A., & Fullan, M. (2013). The power of professional capital. Journal of Staff Development, 34(3), 36–39.Google Scholar
  17. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.Google Scholar
  18. Jacobs, H. (2010). Curriculum 21: Essential education for a changing world. Alexandria: Association for Curriculum and Development.Google Scholar
  19. Leithwood, K., Seashore Louis, K., Stephen Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Center for Applied Research and Educational Improvement. Retrieved from: http://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning-Executive-Summary.pdf
  20. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston. Retrieved from http://www.ccsso.org
  21. Printy, S., Marks, H., & Bowers, A. (2009). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19(9), 504–532.Google Scholar
  22. Schmoker, M. (2011). Focus. Alexandria: Association for School Curriculum Development.Google Scholar
  23. United States Department of Education. (2014). The excellent educators for all initiative. Washington, DC. Retrieved from http://www.ed.gov/news/press-releases/new-initiative-provide-all-students-access-great-educators

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Joyce A. Mundy
    • 1
  1. 1.Stetson UniversityDeLandUSA

Personalised recommendations