designing effective staff development programs who what where when and how n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Designing Effective Staff Development Programs: Who, what, where, when, and how? PowerPoint Presentation
Download Presentation
Designing Effective Staff Development Programs: Who, what, where, when, and how?

Loading in 2 Seconds...

play fullscreen
1 / 11

Designing Effective Staff Development Programs: Who, what, where, when, and how? - PowerPoint PPT Presentation


  • 128 Views
  • Uploaded on

Designing Effective Staff Development Programs: Who, what, where, when, and how?. Dr. Karen Burke, CSJ. Professional development is the most reliable method for changing instruction (O’Shea, 2005).

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Designing Effective Staff Development Programs: Who, what, where, when, and how?


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. Designing Effective Staff Development Programs:Who, what, where, when, and how? Dr. Karen Burke, CSJ

    2. Professional development is the most reliable method for changing instruction (O’Shea, 2005). • Heavy investments in highly targeted professional development are crucial to the success of educational institutions (Elmore, 2000). • The administrator is obligated to making sure professional growth plans are enacted (Nunnelley, 2003).

    3. Research: Factors that contribute to effective professional development. • Research conducted during the last decade. • Guskey (2003) • Sparks (Guskey & Sparks, 2002) • Few studies have demonstrated causal connections between training and student learning. • Research points to quality elements in professional development programs.

    4. Research: Factors that contribute to effective professional development. • Connect new ideas to current responsibilities • Opportunities to practice new skills and methods • Coached environment • Additional planning time • Single-session workshops are not effective formats

    5. Research: Factors that contribute to effective professional development. • Collegiality and interaction enjoyed during training activities. • Collegiality and interaction can be threatening in the workplace. • Administrators need to expect to see new behaviors learned in professional development.

    6. The charisma of a speaker or the attachment of an educational leader to an unproven innovation drives staff development in far too many schools. • Staff development in these situations is often subject to the fad du jour and does not live up to its promise of improved teaching and higher student achievement. • Consequently, it is essential that teachers and administrators become informed consumers of educational research when selecting both the content and professional learning processes of staff development efforts.

    7. Evaluations of Presenters • Delivery • Content • Organization • Discussion

    8. NSDC Standards • Context • Process • Content • Click on the link below and review the website of the National Staff Development Council

    9. Context Standards • Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities) • Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) • Requires resources to support adult learning and collaboration. (Resources)

    10. Process Standards • Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven) • Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation) • Prepares educators to apply research to decision making. (Research-Based) • Uses learning strategies appropriate to the intended goal. (Design) • Applies knowledge about human learning and change. (Learning) • Provides educators with the knowledge and skills to collaborate. (Collaboration)

    11. Content Standards • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity) • Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching) • Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)