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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).
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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). • 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).
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.
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
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.
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.
Evaluations of Presenters • Delivery • Content • Organization • Discussion
NSDC Standards • Context • Process • Content • Click on the link below and review the website of the National Staff Development Council
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)
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)
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)