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• W183455312 abstract "This paper attempts to blend the literature on professionalism with the literature of community, thus positing a framework for a school-based professional community. Sociologists have long distinguished between occupations--even high status ones--and professions. Among the key distinctions of professionalism are: a technical knowledge base shared among all members of the profession; membership control over entry to the profession; and a strong client-orientation which emphasizes putting client needs before personal interest. The literature on community has stressed the importance of broadly shared values and behavioral norms, a sense of responsibility for the collective good, and the need for an extended relationship of caring among individuals. Blending these two literature bases into a coherent framework for school-based professional community suggests an integrated professional-community model that combines a universally applicable knowledge base rooted in the discipline of teaching with organizational factors, such as values, climate, and caring relationships. The professional-community model assumes that knowledge of organizational settings improves performance and that a sustained focus on student learning, rather than on decision-making models or teacher-centered innovation, can prove beneficial for schools. A conclusion is that a combination of both structural and humanresource conditions are necessary for the professional community to exist. (Contains 58 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT Of EDUCATION Once or Educatronat Research and tmaadement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as recered horn the person or organaahon cmginating a Mona changes sane been made to mcgovO reptoduchon cioalttY Pants of rrewa oprrhons stated m ims document do not necessably represent °Mast OE RI posaron or policy An Emerging Framework for Analyzing School-Based Professional Community) Sharon D. Kruse Karen Seashore Louis College of Education, University of Minnesota April, 1993 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
• W183455312 created "2016-06-24" @default.
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• W183455312 date "1993-04-01" @default.
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• W183455312 title "An Emerging Framework for Analyzing School-Based Professional Community." @default.
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