Abstract
Educational leaders have historically expressed belief in the importance of teacher development. They have, however, largely failed to view professional development activity as a process that lies at the very heart of efforts to create a community of learners. This article reviews the author’s experiences with a Catholic elementary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquiry, collective problem solving, and shared decision making. Implications for practice are considered.
Highlights
Educational leaders have historically expressed belief in the importance of teacher development
This article reviews the author s experiences with a Catholic eletnentary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquin, collective problem solving, and shared decision making
More than two decades ago, the National Conference of Catholic Bishops stressed in To Teach as Jesus Did (1973) that the notion of community lies at the heart of a Christian education, not as a concept to be taught, but as a reality to be lived
Summary
What has always been important to us in our school? What are we doing/not doing for children and adults in our school' What would we like to do/be in the future / How do we know what we want our vision to be? How do we proceed to develop a vision?. What has always been important to us in our school? What are we doing/not doing for children and adults in our school' What would we like to do/be in the future / How do we know what we want our vision to be? How do we proceed to develop a vision?. Small group exercises and reporting to large group
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