'School-based teacher learning communities can improve student achievement'
The book 'Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement' emphasizes on the school level capacity building of teachers to become professional practitioners of teaching.
THE AUTHORS of the book, Milbrey W. McLaughlin and Joan E. Talbert, provide a good deal of evidence about the school-based teacher learning communities, improving student outcomes and quality of teaching in context of their schools.
The book provides relevant instances and gives useful suggestions to teachers and school management to turn the school staff into a professional learning collective. Teachers as community of practitioners of teaching with school-based development of resources and shared reflection can transform the school into a learning organization with teachers as a learning community.
Authors of the book, published by the Teachers College Press, have successfully elaborated on issue of developing and sustaining the school-based collaborative professional cultures to make it a definite tool for reform in education.
The book spread into 147 pages provides an insight of converting theory into action by describing the processes, suggesting resources, and proposing system strategies that can lead to building a dynamic school-based teacher learning communities
Many other educators also feel the school-based models of educational reforms are cost effective measures that need to be promoted and supported. The recommendations made in the book when converted into school-based action plans can develop school teachers into dynamic professionals and reformists.