"Late-Start Mondays": The Catalyst for Change in an Urban High Schoolby: John W. Somers and Sandra Plyley

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At the high school level, the task of creating a whole-school community of practice is often monumental and requires tremendous energy to disrupt the status quo. The story that follows describes the process by which a large, urban high school formed a professional learning community (PLC) focused on improving student results and promoting teacher learning and collaboration. This chapter also discusses the innovative structure used for the PLC and how the Science Department expanded its role by extending connections with middle school and elementary school teachers, engaging in cross-curricular work with building trades teachers, developing performance-based assessments, and showcasing lessons involving literacy strategies. This free selection includes the Table of Contents, Foreword, Introduction, and Index.

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  • on Thu Oct 20, 2011 9:29 PM

This chapter described the steps an Indiana high school took to initiate a professional learning community. Using seventy-five minutes every Monday morning for teacher meetings, collaboration, professional development, and planning facilitated improvements in student learning through school-wide cooperation among teachers with the support and guidance of administration. The information is a good case study of steps a school took toward building a professional learning communityfor the benefit of its students.

James Arimond  (Sarasota, FL)
James Arimond (Sarasota, FL)

  • on Fri Apr 15, 2011 2:30 PM

This chapter introduces an interesting way to initiate change in an urban school. While there would be many other factors to consider such as bus schedules an after school activities, this article offers a very interesting way to inspiring students to perform better in school.

Maureen Stover  (Seaside, CA)
Maureen Stover (Seaside, CA)

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