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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.