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After reading the three essays in Section Four of "Teacher Leadership: The "new" Foundations of Teacher Education", answer

the following questions: How can teacher leadership and the use of Professional Learning Communities change the culture of an entire school? How can teachers work within the bureaucracy to ensure that teachers' voices help shape policy? Whose support is necessary to facilitate these changes? How likely is it that such support will be available? Answer these questions using both the ideas from the essays that we are considering as well as your personal experiences with the schools you have encountered during your life: as a student, parent, and/or teacher. You may also refer to material from the Katzenmeyer and Moller text. My expectation is that your journal entry will be 3-4 paragraphs with references. Questions? Please ask

Professional learning Communities guide schools’ staff to focus on learning rather than teaching, work collaboratively, and hold themselves accountable for results (Hilty, 2011). According to DuFour (2004) this can be achieved by ensuring that students will learn, creating structures to promote a collaborative culture, and focusing on results, this is, working together to improve students achievements. Katzenmeyer & Moller, (2009) suggest that one of the benefits from teacher leadership that impact schools stakeholders is influencing other teachers (p.33). Teacher leaders can encourage other teachers, influence practices and shape policies in their schools towards the hard work and cultural changes the implementation of a professional learning community requires. Another benefit is that teacher leaders can help to “overcome resistance to change” (p. 32). Teacher leaders can influence their colleagues to try the new powerful framework provided by professional learning communities to transform schools at all levels. One more benefit is “accountability for results” (p. 34). Principals can support their staff by sharing their leadership and giving teachers authority to make curriculum changes and take instructional decisions, this way principals and teachers will focus on results therefore they will work together and accept collective responsibility for student results. School leaders should support teacher leaders by providing what they need to succeed. “This does not happen by chance, it is a conscious effort by these leaders to design an environment that is supportive of all learning, including teacher leadership development” (p. 98). Professional learning communities are being sharped in terms faculty members making an agreement where they share values, beliefs, and commitments. Katzenmeyer & Moller, (2009). REFERENCES DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11. Hilty, E. (2011). Teacher Leadership: The “new” foundations of teacher education: a reader. New York: Peter Lang Publishing, Inc. Katzenmeyer, M., & Moller, G. (2009). Awaking the sleeping giant: helping teachers develop as leaders. (3rd ed.). Thousand Oaks, CA: Corwin.

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