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DOCUMENT RESUME

ED 353 691 EA 024 641

TITLE Resource Guide for Staff Development.INSTITUTION Georgia State Board of Education, Atlanta.PUB DATE Aug 92NOTE 186p.PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Administrator Role; Elementary Secondary Education;

*Personnel Directors; *Personnel Management;*Professional Development; Resource Materials; *StaffDevelopment; *State Programs

IDENTIFIERS *Georgia

ABSTRACTThis guide summarizes information and procedures from

recent research on staff development and provides examples of staffdevelopment practices in Georgia school systems. Section 1 describesa new vision for staff development, with a focus on studentdevelopment as a strategy for organizational change. Section 2 looksat the expanding role of the staif developer and the competenciesthat are important for effective performance. The third sectionexamines the factors of change, considerations for personneldevelopment, strategies for whole-school development, and key themesin successful change. Information to help staff development educatorsdeal with diverse and ambiguous situations involved in initiatingstaff development programs is offered in section 4. Issues andpractices in implementation and institutionalization are discussed inthe fifth and sixth sections. Section 7 provides information on staffdevelopment programming in Georgia, with a focus on its history,legislative guidelines, and pertinent forms. Section 8 offers a rangeof resources, including references, professional associations, aglossary, and information on distance learning and the GeorgiaEducation Leadership Academy. A detailed school-focused staffdevelopment guide is provided in the final section. Three figures anda 5.5-page bibliography are included. (LM1)

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

/his document haS been reproduced asreceived from the person or organizationoriginating

C Minor changes have been made to improvereproduction ouality

Points Of view or OpiniOnS stated in ihrs docu.merit do not necessarily represent officialOE RI position or poticy

-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Georgia Department of EducationWerner Rogers

State Superintendent of Schools

BEST COPY AVAILABLE

rl

Writers Steering Committee

Carlene MurphyDirector of Staff DevelopmentRichmond County School System

Charles CunninghamK-5 Curriculum CoordinatorOconee County School System

Paul BurnetteStaff Development CoordinatorNortheast Georgia RESA

Editors

Edward Pajak, ProfessorEducational LeadershipUniversity of Georgia

Jo Roberts, Associate ProfessorEducational LeadershipUniversity of Georgia

J. Fulton Stone, DirectorStaff Development ServicesGeorgia Department of Education

Gera line Heard, ConsultantStaff Development ServicesGeorgia Department of Education

Larry Purcell, ConsultantStaff Development ServicesGeorgia Department of Education

Jerry Thomas, ConsultantTeacher EducationGeorgia Professional Standards

Commission

Raymond AkridgeNortheast Georgia RESA

Wilma BiggersOconee County School System

Ellen BroomeOglethorpe County School System

Debra HardenBarrow County School System

Kathryn HugClarke County School System

Joyce JohnstonConsultant

Advisory Council

Roberta BarrHouston County School System

Thomas BurtonCoffee County School System

Kathy CarterGeorgia State University

John CrawfordTalbot County School System

Gail CrimingerClayton County School System

Marilyn GriffinCoastal Plains RESA

Pam HamiltonRome City School System

Patty IreitmullerGwinnett County School System

Robert R. HillProfessional Standards Commission

Connie MoyleGwinnett County School System

Mary Lou JordanJasper County School System

It

raJ

Paul MathisPulaski County School System

Lena MorganSumter County School System

Mary Sue MurrayDouglas County School System

Kathy O'NeillRockdale County School System

T. Michael PayneFulton County School System

Gale SittonGlynn County School System

Barbara SmithGeorgia Education Leadership

Academy

Pat StokesCalhoun City High School

Wanda WestBibb County School System

BEST COPY AVAILABlr

ContentsForeword

Section I. A New Vision for Staff DevelopmentEmerging Meaning of Staff DevelopmentChallenges for the Field of Staff DevelopmentThematic Guidelines for Effective Staff DevelopmentSchool System EthosRole of System-level LeadersCentralization Versus DecentralizationImplications for Systemwide Staff Development

Section II. Expanding the Role of the Staff DeveloperThe Focus of Staff DevelopersRedefining Staff DevelopersThe Work of Staff DevelopersCompetencies Important to Effective Performance

Section III. Making Change RealInitiationIntroducing InnovationsSuccessful ChangeImplementationBuilding a Professional Climate for Adult LearningMonitoring ImplementationInstitutionalizationOvercoming Obstacles to InstitutionalizationSchool DevelopmentShared Governance and Staff Development

Section IV. Initiation: Issues and PracticesProgram PlanningFundingNeeds Assessment

Section V. Implementation: Issues and PracticesProgram Implementation GuidelinesCommunicationRoles

Section VI. Institutionalization: Issues and PracticesReflective Teaching and CoachingSchool-level Action ResearchSystem-level Staff Development Evaluation

Section VII. Staff Development Program in Georgia:History, Rules, Forms and Other Information

Staff Development in GeorgiaRule 160-3-3-.04 Professional Development OpportunityStaff Development Application - FY 93Flow Chart of General Activities for Developing a Comprehensive

Plan for Staff DevelopmentTime Line for Developing Annual Comprehensive Plan forStaff Development

Staff Development Annual Report - FY 92Example of Staff Development Annual Report - FY 92Directory of Staff Development Coordinators

Section VIII. ResourcesReferencesProfessional AssociationsGlossary of Staff Development TermsDistance Learning for Staff DevelopmentGeorgia Education Leadership Academy

Section IX. School-Focused Staff Development Guide

Section X. Georgia/National Staff Development CouncilNewsletters and other information you may receive fromGSDC/NSDC

List of FiguresPerformance Competencies for Staff Developers Section 11-5Components of Effective Inservice Training Section 111-5

Roles and Responsibilities in School-Focused Staff Development Section V-7

iv

ForewordStrengthening public education's human resources is one of the Georgia Depart-ment of Education's Strategic Directions for improving the quality of educationin Georgia. We contracted with Northeast Georgia and North Georgia RegionalEducational Service Agencies (RESAs) to assist us in developing this resourceguide for staff development.

This guide summarizes information and procedures from recent research in staffdevelopment and provides examples of staff development practices in Georgiaschool systems. Part of the guide's purpose is to encourage networking with otherstaff developers in the state. The guide also includes suggestions, hints and re-minders for administering of local comprehensive staff development programsand a section on department rules, forms and procedures for staff development.

This guide is designed primarily for central office staff development coordinatorswho are responsible for planning, developing, implementing, managing andevaluating local school system comprehensive staff development programs. Theinformation will be especially helpful to new staff development coordinators, butexperienced coordinators also will find ideas here. Members of boards of educa-tion, superintendents, school principals, school-based staff developers and con-sultants should also find the infornntion valuable.

This resource guide applies to all pers both certified and noncertified. Wenope you will find this guide to be a he oful resource as you plan and carry outyour comprehensive staff development erogram. If we can provide assistance inyour staff development planning or programs, please contact the Staff Develop-ment Services Unit, Georgia Department of Education.

Werner RogersState Superintendent of Schools

A New Vision for Staff DevelopmentAccording to the business magazine Fortune,the most successful corporations of the 1990swill be "learning organizations" that can adaptquickly in a rapidly changing environment. Insuch organizations, learning is an organicgrowth process that stimulates higher levels ofthinking and creative expression. Although themaximally adaptive learning organization isstill an ideal, many schools and businesses aremoving toward less bureaucratic, decentral-ized structures and are using problem-focusedteams to improve performance. The challengefacing leaders in both business and educationin the 1990s and beyond is how to help thelearning process in organizations generate andinternalize new knowledge and innovations.

Educators may think that schools emphasizelearning all the time. Actually, schools areteaching organizations by definition and notnecessarily learning organizations. Schoolsare designed primarily to transmit informa-tion, not to generate or invent it. Even schoolfaculties that teach well may learn poorly ifgood practice is not constantly improved andinternalized through continuous experimenta-tion and feedback. The 1980s focused ongetting school faculties to teach better. Thefuture requires that school .culties learnbetter as well. To achieve this future vision ofschools becoming learning environments, staffdevelopers need a holistic perspective of theirschool systems, individual schools within thesystem and all educational personnel involvedin operating the school system.

Usually, staff development is associatedprimarily with teachers and administrators.However, for schools to become actual learn-ing environments, everyone both certifiedand noncertified personnel should haveplanned staff development. This staff develop-ment resource guide offers many ideas for staffdevelopers to prepare schools to face the futureby becoming learning organizations.

Staff development is an organization's processfor supporting the improvement of instructionthrough the professional growth of educators.It can be implemented in either a bureaucraticor a learning organization.

In bureaucratic organizations, staff develop-ment is driven by needs assessments con-ducted by central office staff, who then iden-tify priorities for the school system. Staffdevelopment activities are planned at thecentral office with little participation fromfaculty and staff. They are a passive audiencewho are expected to attend a fixed number ofstaff development activities every year.

In learning organizations, faculty and staffbecome more involved in decisions aboutcurriculum and instruction, in mentoring andin peer supervision. They actively participatein identifying needs and plar,ning staff devel-opment activities at the school level. Asmembers of a community of learners, teach-ers, administrators and other professional andnonteaching staff often make presentations totheir colleagues and rely less on outsideconsultants.

Emerging Meaning ofStaff DevelopmentStaff developers are part of an emerging groupof educators who envision schools as learninglaboratories where students, faculty and staffare actively engaged in continuous learning. Insuch schools, continuous staff developmentand improvement become a way of life.School development is inextricably linked topersonnel development. Staff development isa strategy for basic organizational change inthe way school personnel work and learntogether. From this perspective, staff develop-ment is the process for developing a long-term

A New Vision for Staff Development I--1

capacity for continuous improvement inschools.

Student learning is closely connected to theknowledge of education professionals, andstaff development is the primary vehicle todevelop and reinforce that knowledge. Profes-sional knowledge comprises three overlappingcomponents

Academic Content that whichundergirds the content learned by students,

Curricular and Instructional Strategiesthe process of organizing content andhelping students study it and

School Improvement the cooperativework by faculties to make the school better(Joyce and Clift, 1983).

In this view staff development is change inlearning materials, skills, practices, thinkingand understanding (Fullan, 1991). Staffdevelopers must, therefore, have knowledgeabout the content of an innovation and evenmore skill in facilitating the changes it re-quires.

Rosenholtz (1989) found that teachers it"high consensus" or "learning-enriched"schools have a marked spirit of continuousimprovement; i.e., no teacher ever stopslearning how to teach. Such teachers define,communicate and experience continuous self-renewal as a fact of everyday life. The goal ofstaff development is to have all schoolsdefined as "learning enriched." Seen in thislight, effective staff development will

Promote student learning in academic,social and personal domains,

Change the culture of learning for bothadults and students so engagement andbetterment are a way of life in schools(Fullan, 1991),

1-2 A New Vision for Staff Development

Cause the formal learning activity tobecome the process by which the teachersand administrators seek and test improve-ments as part of their everyday work insideand outside the school (Fullan, 1991),

Establish a culture where learning byschool personnel becomes a natural part ofthe work setting and

Build a synergistic environment wherecollaborative enterprises are both normaland sustaining and where continuoustraining and study blend both academicsubstance and teaching into the school(Joyce and Showers, 1983).

Challenges for the Fieldof Staff DevelopmentFullan and Hargreaves (1991) state that thepractice of staff development must itselfchange before learning-enriched cultures inschools are possible. Approaches to staffdevelopment that are noninvolving and oblivi-ous to the real needs and concerns of schoolpersonnel are actually part of the problem withchange, not part of the solution (Fullan, 1991;Little, 1990).

A high proportion of staff development effortsare specific, focused on particular innovationsand isolated from each other. They offer a setof self-contained, cafeteria-like options totarget groups within schools. Because staffdevelopment is often low in the order ofsupervisory functions, packaged programs,specific initiatives and one-shot workshopscan be attractive and practical. They do notimpinge awkwardly on curriculum matters, onthe continuing organization of the school or onsomeone else's territorial rights. As a result,training in the techniques of effective instruc-tion, the development of mentor systems andpeer coaching and the improvement of leader-ship skills are often separate functions (Fullanand Hargreaves, 1991).

Strategies of staff development must beintegrated with one another and findsupport within the wider, institutionalcontext. Specific staff developmentinitiatives are almost certainly doomedto failure in schools with uncongenialand nonsupportive working relationshipswhere people are suspicious of innova-tion. Staff development efforts should becarefully combined with broader schoolimprovement efforts and take the wholeschool into account as a complex andchanging institution. (Fullan andHargreaves, 1991, p. 16)

Pink (1989) identified 12 factors that can actas barriers to effective staff development.Suggested methods for practitioners to over-come these barriers follow.

Provide enough time for teachers andschool leaders to plan for and learn newskills and practices.

Avoid tendencies toward faddism andquick-fix solutions.

Maintain central office support and follow-through.

Seek adequate funding for the project.

instead of attempting to manage projectsfrom the central office, develop schoolleadership and capacity for change.

Obtain adequate technical assistance andother forms of intensive staff development.

Provide for a high level of faculty and staffknowledge about how to implement theproject.

Combat problems arising from the turnoverof personnel in each school by providingfor continuing orientation of new personnelin the innovation.

Prioritize to reduce interference fromcompeting demands or overload.

Address the incompatibility between projectrequirements and existing organizationalpolicies and structure.

Take into account site-specific differencesamong schools.

Clarify and negotiate the role relationshipsand partnerships involving the schoolsystem and innovation experts. (pp. 21-22)

The challenge for staff development practitionersis great. Louis and Miles (1990) conclude that"at best, changes are based on steady and patientefforts to work within the school as it exists,while maintaining a vision of what can be. It isa slow process that depends not on flashyleadership, but on dogged tenacity and skill atcoping with the inevitable crises that occur inany evolving program of change." (p. 15)

Thematic Guidelines forEffective Staff DevelopmentAs we move toward our vision, we shouldkeep in mind guidelines for effective staffdevelopment (Fullan, 1991). One guideline isthat learning in this case adult learningmust permeate everything the school systemand school do. It must be equally important forall staff regardless of position. School systemsand schools must strive to coordinate andintegrate staff development. Staff developmentapproaches should be based on people theirroles and settings, a clear understanding of thechange process and the meaning of change.

A second guideline cautions that all promotersof staff development should pay attention totwo basic ideas

The attributes of successful staff develop-ment should be incorporated in as manyactivities as possible.

Staff development should be provided lessto carry out a specific innovation or policy

A New Vision for Staff Development 1-3

and more to create individual and organiza-tional habits and structures that makecontinuous learning a valued and endemicpart of the culture of schools and teaching(Fullan, 1991).

.1101=1/11

Rockdale County Schools

During the past five years the RockdaleCounty School System has developed an in-system staff development day. After an intenseneeds asse., sment using a quality circle for-mat, educators identify their needs and deter-mine which are addressed as school-focusedand which are systemwide. Any need identifiedas systemwide is included on the agenda ofstaff development day.

Registration for the now two-day conferenceis the same as for any state or national confer-ence. Participants make their selections fromthe agenda and receive confirmation from thestaff development office. The 1991-92 pro-gram consisted of 127 sessions based onassessed system needs with the general goal ofkeeping all system employees up to date andwell-informed concerning their chosen profession.

A continental breakfast promotes informalsharing and opening of communication linesamong persons with common interests acrossthe system. Employees gain understanding ofthe variety of positions in the system and howessential each is to the smooth oneration ofRockdale County Schools. Participants'evaluation and participation growth confirmthe quality of the sessions.

For more information contact

N. Kathleen O'NeillSuperintendent

Rockdale County School System954 North Main Street

Conyers, GA 302074041483-4713


School System EthosSchools operate within the context or cultureof school systems. The school system culturesupports and enables schools to improve, thatshapes schools and schooling. The system hasconsiderable impact upon the educationalattainment of students. Teachers and othersknow not to take change seriously unlesscentral office administrators show throughtheir actions that they should. Research showsthat the support of central office administra-tors is critical for change in school systempractice. There is increasing evidence that themost effective schools are in systems withclose, ongoing interactions between schooland system staff (Coleman and LaRocque,1990; Fullan, 1991). Although individualschools can become highly innovative for ashort time without system-level support, theycannot stay innovative without system actionto set up the conditions for continuous andlong-term improvement ( Fullan, 1991; Pajak,1992).

Role of School System-level LeadersHuberman and Miles (1984) believe thatadopted changes will not be implemented onany scale unless school system administratorsprovide specific pressure and support. Allmajor studies show that support of the localimplementation process at the system level isessential if real improvement is the goal(Louis, 1989; Marsh, 1988; Rosenholtz,1989). The chief executive officers and otherkey system administrators set the conditionsfor implementation when they show specificforms of support and active knowledge andunderstanding of the realities of trying to put achange into practice. Fullan (1991) puts itmost forcefully when he states, "Systemadministrators affect the quality of implemen-tation to the extent that they understand and

16

help to manage the set of factors and theprocesses of successful change." (p. 75)

The research on the role of school systemadministrators (Louis, 1989; Pajak, 1989;Rosenholtz, 1989; Coleman and LaRocque,1990; Fullan, 1991) indicates that effectivesystem leaders

Are a critical factor in initiating specificinnovations and new programs,

Convey a sense of direction and purpose,

Stimulate change and develop acceptanceof the idea of continued change,

Make sense of the reality that schools are inthe business of contending simultaneouslywith multiple innovations,

Combine interactive monitoring with arespect for school autonomy,

Play a major role in channeling informationabout possible innovations to school-basedpersonnel in effect, the former control theknowledge base on which the latter may act,

Review, revise and reconstitute goals overtime with frequent task-focused interactionwith school leaders,

Rely heavily on delegated authority byputting in place structured guidelines thatteachers, principals and staff help shape,

Recognize the centrality of system diagno-sis, evaluation and feedback to achieve goals,

Mobilize system resources in pursuit oforganizational goals,

Focus school visits to help institutionalizesystem norms by symbolically communi-cating their importance to principals,faculty and staff,

Infuse the school system with hope andvitality,

Operate from a basic set of principles thatcombines knowledge about factors thatrestrain or facilitate change and knowledgeabout how to influence or alter these factors,

Work constantly at communication, be-cause the leader realizes that difficulties ofcommunication are natural and inevitable and

Establish the norm for intellectual leader-ship by valuing the interchange of ideasthat lead to innovative solutions.

.11111111

Washington County Schools

Staff development in Washington County isorganized into three divisions. The majordivision is school-focused. Each school, underthe direction of a staff development committee,determines its needs, selects its priorities andplans its own staff development program,including the budget. The next division is thedepartments. This includes special education,guidance, media and classified. Each of thesedepartments has a chair or coordinator who isresponsible for all the paperwork and forfacilitating staff development activities. Thedepartments also prepare their own budgets.Those activities that are of systemwide interestmake up the third division mentor programand special events, such as staff developmentday, conferences and workshops.

All divisions handle the paperwork, programfacilitation and budget. The system staffdevelopment coordinator collects all budgetsand program plans and adjusts whatever maybe needed to assemble the system comprehen-sive plan. This process for managing the staffdevelopment program has worked well for thepast five years.


Grace E. DavisAssistant Superintendent for Instruction

Washington County School SystemP.O. Box 716

Sandersville, GA 31082912/552 -3981


Centralization VersusDecentralizationReform, if successful, will play out in whatElmore (1988) calls four "contested terrains."These terrains are the classroom, the school,school systems and school communities. Forschool systems the question is: Can schoolsystems help set up schools that place primacyon engagement in teaching and learning ratherthan resistance to or compliance with centraldirectives?

School system administrators are a determin-ing force for the direction schools will take.System administrators can help facilitate thedirection schools take by

Taking the initiative in developing a clearexpression of core values, beliefs and goalsthat reinforces a system culture character-ized by student learning, professionalgrowth, diversity, innovative practice andrisk taking;

Facilitating school autonomy and sharedgovernance by seeking information thatschool teams need and by coordinatingactivities in pursuit of common goals;

Providing technical assistance, information,staff development, additional resources andtime to help teachers, principals and staffreshape their roles and rethink their respon-sibilities;

Modeling the importance of collaboration,collegiality, trust, caring, asking questions,listening carefully and nurturing leadershipin others;

Providing training to faculty and staff inareas such as classroom observation andconferencing, problem solving and decisionmaking by consensus, team-building,interpersonal communication, conflictresolution and other areas that are appli-cable to self-governance;


Coordinating staff development trainingwhen the needs identified by severalschools overlap; and

Keeping school action plans focused onstudent learning, instruction and curriculumand providing school teams with specialcontent expertise (Pajak, 1992).

There is an alternative to becoming caught inthe dilemma between centralization anddecentralization. A middle ground involvesthe system and school as co-managers of theimprovement process. System leaders wouldbe responsible for

Building: ensuring that there is sufficientcommunication and shared understandingof the system's goals and of how individualschool goals relate to them

Setting: developing the broad outlines of asemipermanent policy strategy and how itwill be carried out depending on the strat-egy selected; this would include settingperformance objectives in consultation withrelevant parties and/or designing a schoolimprovement process

Stimulating: providing easy access to newideas in ways that permit faculty and staffto engage critically with them

Enabling: providing faculty and staff witha staff development model that gill permitthem to acquire the requisite skills forschool improvement and self-development

Supporting: providing technical assistance,moral support and recognition for schoolsand individuals with innovative ideas

Buffering: ensuring that schools are pro-tected from other demands, such as unrea-sonable political pressures, new rules oradditional innovative programs that mightdistract them from the improvement effort,and ensuring that they have timelinessufficient to meet new goals. (Louis, 1989,p. 164)

Tilt County Schools

Tift County School System invites everyadministrator to develop a school focusedstaff development plan. The school faculty andstaff produce an action plan listing goals,objectives, budget and expected results.Building leaders return the plans to thecentral office staff developer for incorporationinto systemwide budgeting and planningactivities. The central office staff developerschedules conferences with building personnelas needed for technical assistance in assessingneeds, planning, scheduling and evaluatingprograms.

The following statement appears on materialsattached to the memorandum inviting schoolleaders to submit a building plan: "The mosteffective staff development is school-based.Research indicates that the school is the unitfor change. Centering on individual needs, inabsence of an institutional focus, is frag-mented effort that has little effect on change."

For more = ormation contact

Harriet M. MorganAssistant Superintendent for Instruction

Tift County School SystemP.O. Box 389

Tifton, GA 31793-0389912/386 -6500

Implications for SystemwideStaff DevelopmentIf staff development is seen as a strategy forbasic organizational change rather than astrategy for implementing specific, instruc-tional change, then systemwide staff develop-ers become valued and respected internalconsultants to other system and school leaders.The role of systemwide developers then

becomes more fluid, permeating facets ofsystem life and making all initiatives morecoherent and integrative. The paramount taskof system administrators is not to get this orthat innovation put into practice but to buildthe capacity of the system and the schools tohandle all innovations (Fullan, 1991). Therelationship between the system and theschool cannot be minimized as more attentionis given to site-based management models,empowerment strategies and restructuringthemes.


Expanding the Role of the Staff DeveloperAn adequate, even good answer to the ques-tion "Who is the staff developer?" used to besimply the person who had the title, compiledneeds assessment data, wrote the local staffdevelopment plan, administered the paper-work and scheduled the workshops. Thosetasks are still important but are nowhere near acomplete list. Today, a broader concept ofstaff development is more appropriate in manyschool systems.

As staff development plans and school im-provement plans parallel each other andeventually merge in a school system'sefforts to improve student outcomes, nearly allpersons associated with the goal of improvinglearning become staff developers. Learningitself is complex, influenced by many factorsthat are not controlled by educational institu-tions. Setting one staff developer to work inisolation toward this complex goal is a strat-egy with little hope of success.

Some years ago, the staff developer was theperson who arranged for the speaker foropening day or systemwide teacher inserviceday. Today the staff developer designs, imple-ments and leads the institutionalization ofschool or system improvement efforts. Inaddition to the professional growth of teach-ers, staff developers provide for the profes-sional and occupational needs of administra-tors, media specialists, paraprofessionals,school food service workers, bus drivers,substitute teachers, secretaries, custodians andany other persons employed by the schoolsystem. In the broadest sense, staff developersare all those persons concerned with what canbe done to make learning outcomes morepredictable, fairer, comprehensive and appro-priate for today's students and tomorrow's world.

They are a collaborative group of educatorsprobably helped by a person who has the staff

1 r

developer title. This group is flexibly struc-tured around subtasks or parallel tasks thattake up planning and implementing goal-directed change in schools. This definitionpoints toward the next concern: the need forsetting up and maintaining focus in a collabo-rative group.

LaGrange City Schools

As part of the system staff development pro-gram since 1987, two staff developers who arefull-time classroom teachers are trained ineach school. Staff development duties includementoring new teachers and providing helpfor teachers with assessed needs. Other dutiesare conducting needs assessments for staffdevelopment planning, planning in-houseimprovement projects and providing instruc-tion in school-based and systemwide work-shops and courses. School Staff Developers(SSDs) developed an effective teaching prac-tices manual, "Making the Best Better," in1988 for systemwide use. SSDs meet monthlyfor additional training, updates and sharing.


Lamar HamricSuperintendent

LaGrange City School SystemP.O. Box 1466

LaGrange, GA 302417061883-1530

The Focus of StaffDevelopersStaff developers, according to PhilipSchlechty, are people who think about how to

Expanding the Role of the Staff Developer H-1

organize the school system. A staff developeris a source of ideas who stimulates thinkingamong busy coworkers.

There's not enough thinking becausewe're always so busy doing. Someone orsome group in a school system has tothink constantly about the future andencourage others who are too busy withthe present to think about the future.Staff developers need to be organiza-tional gadflys who are always asking"what if." (Schlechty, 1991, p. 5)

Thus, the staff developer encourages andsupports those who are looking to the future,who are asking "what if" and who are provid-ing the training for their colleagues. And thegadfly character of the staff developer must fitsomehow within a collaborative, partnerrelationship with the improvement group.

Other education thinkers emphasize the staffdeveloper as change agent who brings to thechange process a unique, probably moreglobal perspective that includes the complexrelationships among the many elements likelyto be affected by the change.

Effective change facilitators work withpeople in an adaptive and systemic way,designing interventions forclients' needs,realizing that those needs exist in par-ticular contexts and settings. Function-ing in a systemic way recognizes that theschool as a whole will be affected bywhatever is done with respect to even itssmallest part. Interventions in one arenamay well produce unexpected results inanother. Therefore, notions about thespeed with which successful school im-provement can be accomplished, the spe-cific actions needed to achieve it, andeven the shape that implemented changewill ultimately take may have to be al-tered along the way. (Hord, et al., 1987, p. 7)

11-2 Expanding the Role of the Staff Developer

Fullan (1991) believes that staff developers

should remain committed to flexibilityin their plan for change. He sees educa-tional change as a process of coming togrips with the multiple realities of people,who are the main participants in imple-menting change. The leader who presup-poses what the change should be and actsin ways that preclude others' realities isbound to fail. (Fullan, 1991, p. 95)

Fullan further reminds staff developers toassume that "one of the main purposes of theprocess of implementation is to exchange yourreality of what should be through interactionwith implementers and others concerned . .

that successful implementation consists ofsome transformation or continual developmentof initial ideas." (Fullan, 1991, p. 105)

Staff developers in collaborative groupsremain focused on goal making and problemsolving. Conceptions of future improvementsare adjusted based on the perceptions andrealities of other staff developers involved,creating new understandings of the goals andproblems in improving learning.

Redefining StaffDevelopersBy most measures student achievement trailsmost communities' expectations. Prospects forsignificantly large increases in educationpersonnel, instructional materials, equipmentor facilities are not bright. Still improvementis the goal. What other resources are availablefor the task?

Many human resources remain untapped. Infact, they are education's most viable hope forimprovement. Faced with current realities,staff developers need to focus on improvingthemselves and helping their colleagues grow.

In doing so, a culture of learning and sustainedgrowth pervades the school and system.

School improvement is difficult and complex.It involves multiple roles, personalities and thefull range of concerns and challenges involvedin the functioning of any large organization.As staff developers facilitate changes at theschool level, school leaders should providesupport for changes of two kinds:

Expansion of the number of persons whofunction in the role of staff developer and

Expansion of the role of the central officestaff development coordinator to planningleader and facilitator of other change agents.

Douglas County Schools

The more people we get involved in being staffdevelopers, the higher their morale andmotivation go. "This motivation is whatsustains our program at Arbor Station El-ementary School in years of budget cuts andshortages," says Kelli Penn, fifth gradeteacher in Douglas County. Mrs. Penn be-came a member of a systemwide staff develop-ment advisory council in 1986 in a system thatwas beginning to move toward site-based staffdevelopment. For some time her role was tohelp her system coordinator decide andcommunicate between school and centraloffice levels. Back at her building she workedwith the principal and instructional leadteacher carrying out the needs assessment,interpreting the data and completing a schoolstaff development plan. This plan was submit-ted to the system coordinator for approval.

For a couple of years, building needs andteacher interests supported activities inAssertive Discipline, cooperative learning,critical thinking and parent conferencingskills. Mrs. Penn assisted in schoolwide

miniworkshops on an inset-vice schedule thatallowed each teacher to explore each topiconce during year. Faculty also developedskills in learning styles and time management.

Increasingly, however, Mrs. Penn's role hasbecome that of facilitator and planner for herbuilding's activities. In 1991-92, a year withReflective Teaching as a focus for teacher-directed staff development, she worked withgrade-level teams. They planned individual-ized activities for teachers who determinedtheir own needs from videotaping theirclasses. A building-level committee hasevolved to help determine priorities for useof funds and time at Arbor Station.


Kelli PennTeacher, Grade 5

Arbor Station Elementary School9999 Parkway South

Douglasville, GA 30135404/920 -4305

The Work of StaffDevelopersStaff developers find new ways to changeschools by integrating old traditions andcurrent realities with visions of the future.They are the persons who

Help others understand and apply contem-porary research and theory about teaching,adult learning and organizationaldevelopment,

Explain to the school board, faculty, staffand community the purposes and structureof a staff development program,

Collect and analyze information aboutfaculty and staff needs with respect tosystem or school goals,

Expanding the Role of the Staff Developer 11-3

Involve participants in planning theirtraining programs,

Encourage and strengthen collaborativedecision making among teachers, adminis-trators, staff and community members,

Manage the delivery of programs toparticipants,

Conduct a comprehensive evaluation ofstaff development activities and programs and

Complete all the forms to receive state andfederal funds (Ohio Department ofEducation, 1983).

The Nadler Human Resource DevelopmentModel (1980) summarizes the staff developer'stasks and roles as those of the learning specialist,administrator and consultant. Integratingthese roles to function effectively within thecontext of the school or school system seekingimprovement is the peculiar challenge facingstaff developers. Meeting this challenge willrequire specific knowledge and skills, mostgeneric to leadership personnel, some morenarrowly the domain of the staff developer.

Competencies Importantto Effective PerformanceRecognizing the need to provide a frameworkfor the education and continued developmentof professional staff developers, the NationalStaff Development Council established acommittee in 1989 to identify the competen-cies needed to lead and manage comprehen-sive staff development programs. Thosecompetencies serve as guidelines for schoolsystems, state departments of education andcolleges in selecting, training and evaluatingstaff development personnel. The thirtycompetencies fall into four broad categories:Program/Curriculum, Consultation/Facilita-tion, Management and Personal. These appearwith amplifying descriptions in Figure 1.(pp. 11-5 11-6)


A listing of such competencies, of course, alsomay aid school or system-level staff develop-ers as they select, train and evaluate other staffdevelopers. Moreover, working in a collabora-tive team, staff developers might assessstrengths and weaknesses and jointly decide todevelop the human resources of the group tomeet needs of the school or system moreeffectively.

How effectively staff developers can functionrelates to their leadership and their inventive-ness within the context of the policies andprograms of their school or system. Theireffectiveness relates to their sensitivity todevelopmental processes in individuals andorganizations. They must continuously findways to unify their own vision for the futurewith other professionals' needs and visions forthe organization. As these become realities,schools become more like learning laborato-ries for both children and adults.

Figure 1 Performance Competencies for Staff Developers

Competency IDescriptors

Program/Curriculum

Adult development/Learning theory

Knowledge of how adults learn and develop through personal and careerstages; ability to apply this understanding in designing and implementingstaff development programs that support individual/group change andprofessional growth

Evaluating staffdevelopment programs

Knowledge of program evaluation models and the ability to conductformative and summative evaluations of planning, training andimplementing activities

Implementing staffdevelopment programs

Understanding of the research on individual and organizational changeand the ability to implement a program and to plan strategies that supportchange during implementation

Instruction Knowledge of learning theory and the ability to apply effective teachingstrategies to achieve learning objectives

Needs analysis Knowledge of existing needs assessment strategies and the ability toconstruct and use needs assessment methods, analyze results and designthe content and follow-up of staff development programs appropriate forthe identified audience

Organizational development Understanding of organizational change processes and the ability todiagnose organizational needs, identify organizational climate and culture,and provide useful data to decision makers

Planning Ability to gather and analyze data, project future educational needs andtrends, incorporate the perspectives of various constituencies and establishcommitments to objectives and activities for short- and long-range plans,as well as strategic and contingency plans

Presentation Ability to understand modality preferences and cognitive style, to designpresentations that communicate nonverbally and orally, to use appropriatevisual aids and to make adjustments based on audience needs

Research Ability to select and develop research methodologies and to use datacollection techniques and statistical techniques for action research, as well asprogram development and evaluation

Resource management Knowledge of and the ability to use community, state, national andintemational networks as well as private enterprise to secure the resourcesto meet staff development needs

Training design Ability to diagnose group needs, determine learning and trainingobjectives, select appropriate activities for participants with differentlearning styles and design follow-up support structures

Understanding ofeducational and staffdevelopment research andissues

Knowledge of current research, issues and trends in education and of staffdevelopment models and effective practices; the ability to apply researchand theory on human information-processing, reflective analysis anddecision making

Understanding ofmulticultural and diversepopulations

Knowledge of the cultures and mores of different cultures and ethnicgroups and the ability to work with them effectively

Expanding the Role of the Staff Developer 11-5

Consultation/Facilitation

Coaching Ability to organize programs addressing coaching strategies and to usecoaching skills to assist all school employees in professional growth

Conflict management Ability to resolve or help facilitate resolution of conflicts and to usemediation and negotiation strategies

Group process andfacilitation

Ability to manage groups effectively, use appropriate modes of decisionmaking, use conflict creatively, build trust and rapport, establish consensusand use group learning strategies

Interpersonal Ability to listen with empathy, ask insightful questions, give specific feed-back, maintain confidentiality and use humor effectively and constructively

Public relations Ability to promote effective staff development practices and programsthrough communication with the school community and the general public

Management

Cost-benefit analysis Ability to assess potential benefits accruing from staff developmentprograms, to prepare budgets and accurately describe program costs andbenefits to enable decision-makers to make informed choices

Delegation Ability to determine which tasks to delegate, to select appropriate people fordelegation, to provide them with training and support and to monitor theirperformance

Instructional technology Ability to select and use appropriate existing and emerging technoiogies forplanning, training, evaluating, record keeping and other purposes

Performance observation Ability to observe objectively and describe job performance behaviors andtheir effects, and to assess changes in behavior resulting from training

Records management Ability to establish systems to record and report information on various forms ofprogram and participant data in an easily retrievable form, and to track progress

Regulations and procedures Knowledge of local and state regulations and procedures as they relate tostaff development

Linking Ability to relate staff development to other components of the organization,such as teacher evaluation, supervision, curriculum development and schoolimprovement

Personal

Creative problem-solving Understanding of creative problem-solving models and the ability to applythem in staff development situations

Intellectual versatility Ability and desire to learn in a number of areas; ability to use a broad rangeof ideas and practices and to guide staff in reflection on professional practices

Leadership Ability to involve others in working efficiently and effectively toward ashared vision and goals

Motivational Ability to create and inspire energy and enthusiasm for staff developmentinitiatives

Writing Ability to communicate clearly in writing to diverse audiences throughnewsletters, reports, articles for professional publication, etc.

(Reprinted by permission of the National Staff Development Council, 1991)


Making Change RealInnovations will have their intended impactand outcomes only to the degree they posi-tively affect students. This section examinesthe factors or conditions that cause change,considerations for personnel development,strategies for whole school development andkey themes in successful change.

Loucks-Horsley (1989) suggests that changein organizations typically proceeds in threephases: (a) initiation, (b) implementation and(c) institutionalization. During initiation,people develop clear images of the innovationand its meaning to them. During implementa-tion, people's main concern is management ofthe innovation. At this point, training andcoaching are helpful for people to becomecomfortable with the change. New practicesare integrated into the school's structures androutines during institutionalization. Success-ful institutionalization requires continuedsupport, encouragement and recognition. Thissection provides a brief overview, and thesucceeding sections detail the three phases inthe Georgia context.

Lowndes County Schools

Lowndes County School System awardsimprovement grants $750 stipends toindividuals seeking to carry out activitiesdesigned to address identified needs in theirschools. Certified staff members apply forsupport to carry out projects related to at-riskstudents, discipline, mainstreaming specialstudents, implementing values education,parent involvement, classroom learningcenters, human relations skills, thematically-integrated instruction, parent education andschool long-range planning, among others.Funds to support the grant come from the stateprofessional development stipend allocation.

Application forms ask staff members to (a)describe the school problem to be addressedand (b) state the staff development goals,activities, materials, on-the-job implementa-tion and expected project results. Applicantsalso must outline planned evaluation strate-gies, plot their activities on a timeline anditemize a budget. The system staff developmentcoordinator and superintendent approve onegrant per school per year.


Ron IrwinStaff Development CoordinatorLowndes County School System

P.O. Box 1227Valdosta, GA 31603

912/245 -2250

InitiationUsing the findings of his colleagues, Fullan(1991) identifies four main insights regardingthe change process for staff developers tounderstand and acknowledge. Using theseinsights throughout the change process isimportant, but it is especially critical duringthe initial stages of introducing an innovation.

Active Initiation and ParticipationBegin with small groups and build momentum.

Pressure and SupportBoth pressure and support are necessary forsuccess. When change occurs, it is becausesome pressure has built up that leads toaction. Successful change projects alwaysinclude elements of both pressure andsupport. Pressure without support leads toresistance and alienation; support withoutpressure leads to drift or waste of resources.

Making Change Real III-1

Changes in Behavior and BeliefsMost people do not discover new under-standings until they have delved intosomething. Changes in behavior precederather than follow changes in belief (Fullan,1985). When people try something new,they often suffer the "implementation dip."Things get worse before they get better aspeople grapple with the meaning and skillsof change (Joyce and Showers, 1988).

Overriding Problem of OwnershipOwnership in the sense of clarity, skill andcommitment is a progressive process. "Trueownership is not something that occursmagically at the beginning; instead it issomething that comes out the other end of asuccessful change process." (Fullan, 1991,p. 91)

Introducing InnovationsUsing different designs and introducinginnovations in several settings, Stallings(1989) and her colleagues set out to improveteaching and student achievement relative toreading practices in secondary schools.Stallings identified research findings oneffective reading practices as well as researchon critical factors related to effective staffdevelopment. About the latter, Stallings(1989) stated that teachers are more likely tochange their behavior and continue to use newideas under the following conditions.

They become aware of a need for improve-ment through analysis of their own obser-vation profile.

They make a written commitment to trynew ideas in their classroom the next day.

They modify the workshop ideas to work intheir classroom and school.

They try the ideas and evaluate the effect.

They observe in each other's classroomsand analyze their own data.

111-2 Making Change Real

They report their success or failure to theirgroup.

They discuss problems and solutionsregarding individual students and/or teach-ing subject n_ :ter.

They obtain a wide variety of approaches(that is modeling, simulations, observa-tions, critiquing videotapes, presenting atprofessional meetings).

They learn in their own way to set newgoals for professional growth. (pp. 3-4)

Careful planning with a representative groupof school or system staff and continuingpressure and support increase the likelihood ofchanges occurring and being maintained.

Whitfield County Schools

The Arts in the Curriculum is a cooperativeeffort among public school systems, a regionalarts center and a higher education institution.Federal and private grants entirely fund thisprogram. School systems provide release timeto participating staff members on school-yeartraining days. Trainees receive a small stipendfor the initial summer training period at theUniversity of Tennessee at Chattanooga.Participating school systems must sign anagreement to support the program, and eachparticipating school must involve both teach-ers and an administrator in training. A schoolmay participate in any or all of three institutes

visual arts, theater and music -- developedby the Southeast Center of Education in the Arts.

Participants complete training over a two-year period, part in summers, part duringschool years. Institute directors observestudents implementing the skills and knowl-edge learned through the institute. Partici-pants serve as trainers for other staff membersin their schools and for other schools through-out their systems.

Skills acquired are often interdisciplinary innature. For example, one activity from thetheater institute involved teaching the humancirculatory system using drama. All thestudents became various parts of the circula-tory system and "moved through the body" toillustrate this concept.


Eloise GazawayDirector of Staff Development

Whitfield County School System1306 South Thornton Avenue

Dalton, GA 30720706/278 -8070

Successful Change

Recent studies provide clear descriptions ofthe main themes in successful change at theschool level. The consistent message in thisresearch is that a few themes in combinationmake a difference. The most fully developedconceptualization is that of Louis and Miles(1990), in which five major themes are these.

Vision BuildingI: is crucial to develop a clear, sharedvision of the school as it might becomeand of the nature of the change process thatwill get it there.

Evolutionary PlanningSuccessful change is most likely when theprogram is evolutionary, rather than tightlypredesigned, with plenty of early action tocreate energy and support learning.

Initiative Taking and EmpowermentSchool implementation efforts are mostsuccessful when the school and the systemare actively engaged with each other, butwith few rules and much autonomy for theschool. Power sharing is crucial, and

S

turbulence will be the norm as leaders leadsuch efforts.

Staff Development and Resource Assis-tanceSubstantial, sustained, relevant and variedassistance is essential. Implementation isnot a self-sustaining process, and buildingpermanent internal resource structures iscritical.

Problem Coping/MonitoringProblems are inherent in serious changeefforts. Coping with them actively,promptly and with depth is the singlebiggest determinant of success. Carefulproblem-sensing and deliberate copingefforts are the hallmark of success.(pp. 290-295)

Pierce County Schools

Assessment of the student population at PierceCounty High School four years ago revealed ahigh dropout rate and the need for a recoverylre-entry program. Administrators and facultyworked together to design the Optional Edu-cation (Op -Ed) program, which helps preventpotential dropouts from leaving school andprovides a re-entry program for those whohave already dropped out.

Planners attended conferences on the studentat-risk and studied the literature as a group.They believed in students' potential for suc-cess and in the school's responsibility for thewhole child his /her psychological, socialand academic welfare. An assistant principal,a project teacher, a vocational teacher, aremedial education teacher and a schoolcounselor compose the Op-Ed project staff.They do the planning and decision makingthat give the program autonomy and focus.Students in the program spend three hours aday in academic and prevocational life-role

Making Change Real 111-3

skills instruction and three hours a day inregular vocational classes.

The program is small, with approximately 48students, so that teachers can develop per-sonal relationships with students and be moreresponsive to individual needs. Teachingstrategies are individualized with severalstrategies prominently computer-assistedinstruction and cooperative learning wovenaround real-life problems.


Tina Sue 0' QuinnAssistant Superintendent

Pierce County School System209 Gordon Street

Blackshear, GA 31516912/449-2044

ImplementationAccording to Joyce and Showers (1988),training should be designed around fiveelements that assure a high degree of skill andthe transfer of new skills to the classroom.These elements are as follows.

Theory: Participants study the rationale,the conceptual base and the description ofan approach.

Demonstration: Participants see live andvideo demonstrations of a strategy.

Practice: Participants practice the newskills with peers.

Feedback: Participants learn a system forseeing teaching behavior and reflecting onthose observations.

Coaching: Participants coach their partnersas an extension of the training. (See Figure2 on p. 111-5)


Coaching, as Joyce and Showers describe, hasas its purpose the implementation of innova-tions where determination of the effects onstudents is possible. Coaching and feedbackalso function more strongly as the school andsystem culture values and reinforces a positiveprofessional climate.

Houston County Schools

Effective Teaching Practices BeyondEffective Teaching is a program designed forin-service teachers to enhance teaching skillsand to help them understand the basic con-cepts of effective teaching. The program isbased on the tenets of Madeline Hunter, butdoes emphasize other research models. Thetraining process is very much teacher-drivenand designed around teacher needs. Teachersevaluated the results for longitudinal effectsand believed they had improved instructionaltechniques and skills. Additionally, teacherswho were doing a good job received muchneeded reinforcement. This course reinforcedgood teaching practices.


Roberta BarrCoordinator of Personnel Development

Houston County School SystemP. 0. Drawer NPerry, GA 31069

912/987 -1929

Building a Professional Climatefor Adult Learning

A climate for adult development is built bydefining staff development in a more holisticmanner and by basing programs on strengths,goals or growth issues rather than on defectsand weaknesses. Senior professionals also

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build such a climate by modeling the acquisi-tion of new skills and by seeking and usingfeedback from colleagues. A climate that hassystematic processes to recognize and rewardprofessional growth and support instructionalrisk-takers fosters adult learning. Principlesof adult learning are seen in programs basedon the following.

Life situations are more appropriate thanschool subjects as units for organizing adultlearning.

Analysis of experience should be the basicstrategy for adults gaining new knowledge,skills or attitudes.

Adults need to direct their own learningexperiences with respect to inquiry, style,place and pace.

Human resource development cannot beseparated from school improvement. Loucks-Horsley and associates (1987) summarize tenfactors that contribute to successful teacherdevelopment and apply to all personneldevelopment:

Collegiality and collaboration,

Experimentation and risk taking,

Incorporation of knowledge bases,

Appropriate participant involvement ingoal-setting, implementation, evaluationand decision making,

Time to work on staff development andassimilate new learning,

Leadership and sustained administrative support

Appropriate incentives and rewards,

Program designs based on principles ofadult learning and the change process,

Integration of individual goals with schooland system goals and

Formal placement of the program withinthe philosophy and organizational structureof the school and system. (p. 8)


Little (1990) identifies four levels of collegialrelationships. These are given below, begin-ning with the most independent to the moreinterdependent.

Storytelling and Scanning for Ideas:Contacts among teachers in which theygain information and exchange ideas.

Aid and Assistance: One-to-one interac-tion among peers leading to mutual benefit.

Sharing: Exchange of insights and meth-ods among teachers revealing their instruc-tional ideas or practice.

Joint Work: The most interdependent formof collegiality involving meetings amongteachers and administrators that rest on

Shared responsibility for the work ofteaching,

Collective conceptions of autonomy,

Support for teachers' initiatives andleadership with regard to professionalpractices and

Group affiliations grounded in profes-sional work.

By comparison to joint work, the first threerepresent weak ties among professionals. Jointwork depends on the structural organization oftask, time and other resources in ways not charac-teristic of other forms of collegiality. Jointwork anticipates truly collective action. Whenfaculty and staff work together and arrive atdecisions collectively, the gains are as follows:

Teachers have more choice in selectinginstructional methods,

Teachers have a larger pool of ideas,methods and materials that help strengthentheir instructional capacity, and

Teachers' organizational leadership andadaptability increase.

20

Glynn County Schools

The Glynn Model for Effective Teaching andSupervision(GMETS), one facet of a compre-hensive staff development program, is basedon the work of Madeline Hunter. GMETS isappropriate for all teachers and administra-tors involved in instruction for all gradelevels. GMETS does not train all teachers toteach alike. It provides them with basic skillsnecessary to apply a variety of teaching styles.

GMETS stresses effective and efficient teach-ing and refines the process of professionaldecision making. The training program strength-ens and updates teaching and supervisoryskills. All teachers complete one session ofGMETS (six days), and all instructional leader-ship personnel complete two sessions (16 days).

GMETS includes a maintenance componentfor both leaders and teachers who havecompleted the training phase. Additionclinservice and coaching by peers continuL todevelop the skills and knowledge gained in thetraining phase.


Gale SittonStaff Development Director

Glynn County School System1313 Egmont Street

Brunswick, GA 31521912/267 -4100

Monitoring ImplementationInformation collected by classroom teachers'own analysis, by peer coaches or by supervi-sors is valuable in detecting emerging newskills at the point of implementation. Theyidentify desired new behaviors and collectdata on frequency and appropriateness of use.Data collection and feedback provide pressure

2 'i

and support for continuing work towardinnovation goals.

The attitude of implementers is an additionaland crucial factor to assess at this stage. Astandard set of tools for assessment of attitudeby staff developers during implementation ofan innovation is CBAM, the Concerns-BasedAdoption Model. "The CBAM offers admin-istrators and facilitators a proven technique forinnovation-monitoring" (Hord, et al., 1987,p. 54) through use of several instruments: theInnovation Configurations checklist, theStages of Concern questionnaire or theLevels of Use interview/observation technique.

Each of these techniques generates informa-tion about a different aspect of the innovation,but all relate to the basic scheme of CBAM,which affirms that an implementer's level ofconcern about an innovation directly corre-lates with the degree to which the innovationhas been incorporated into the classroom orthe workplace. These stages of concern, fromlowest to highest, are as follows.

0 Awareness: I am not concerned aboutthe innovation.

1 Informational: I would like to know moreabout it.

2 Personal: How will using it affect me?3 Management: I seem to be spending all

my time getting materialsready.

4 Consequence: How is my use affectingkids?

5 Collaboration: I am concerned aboutrelating what I am doingwith what other instruc-tors are doing.

6 Refocusing: I have some ideas aboutsomething that wouldwork even better.

Levels 0, 1 and 2 are concerns with Self. TheTask is the concern in level 3, and levels 4, 5and 6 reflect a concern about Impact of theinnovation. Assessing these levels of concern


and thus, the level to which the innovationhas been implemented and what theimplementers are feeling the staff devel-oper can more appropriately move through thestages of training without getting too far aheadof the people implementing the change.

Oconee County Schools

For the past two years the Oconee CountySchool System has participated in the localChamber of Commerce Trade Show. Thistrade show provides an opportunity for busi-nesses to communicate With each other, andthe school system display informs the businessleaders of school system goals and programs.Staff developers design and prepare thedisplay and serve as school system represen-tatives at the trade show.


Wilma BiggersCurriculum Director

Oconee County School SystemP. 0. Box 146

Watkinsville, GA 306777061769-5685

InstitutionalizationCareful implementation and monitoring canguide institutionalization of staff developmentfor school improvement projects. Staff devel-opers should approach their work with somemodel of change in mind, a model that en-ables them to consider factors known to affectthe organization's capacity to continue theinnovation beyond the implementation phase(Fullan, 1987; Huberman and Miles, 1984).

Louis and Miles (1990) offer the followingobservations about initiation and implementa-tion strategies and successful institutionalization.


Planning is energizing to the school, is wellsupported both inside and out and generallycreates ownership of the program at theschool level even where stimulated by amandate at the system or state level.

Implementation, however, is characterizedby an increased number of real problems,many of which are severe and difficult todeal with because they represent dilemmasinherent in the setting or deeply embeddedin the culture of the school.

Relationships within school systems can bea modest and continuous source of imple-mentation problems for schools eventhough there may be a high level of "sup-port" for improvement from this source.

Producing real effects takes time; manyprograms that are in early stages of imple-mentation are apparently too optimisticabout the time frame. (p. 50)

Overcoming Obstacles toInstitutionalization

Purkey and Smith (1985) state that the chiefbarrier to institutionalization of an innova-tion is any factor that disrupted or derailedcultural change. Overcoming these institu-tional obstacles involves applying the follow-ing strategies.

Complete the ImplementationThe more completely projects are imple-mented, the more likely they are to besustained. The more they depart from thebottom-up, participatory model, the lesslikely they are to be lasting. A process thatoffers the illusion but not the reality ofschool-level responsibility is unlikely tocontinue once central office or boardattention is focused elsewhere.

Prevent Administrative ResistanceSchool administrators can block grass-rootsapproaches to school reform that threaten

their authority or established patterns of theorganization. Providing for input fromadministrators, if successful, will focusadditional resources on the implementation.

Clarify and Harmonize GoalsSchool improvement is not a voyage ofdiscovery but a process that leads to certaincharacteristics becoming implanted inschools and systems. There must be a clear,articulated vision.

Provide for Central Office and Board ofEducation SupportSupport ranges from material incentives topublic recognition of staff contributions.The seriousness and purposefulness withwhich the system administration undertakesits task are likely to be transmitted toschool staffs.

Provide Sufficient ResourcesMost schools will need additional time,money and information if their staffs are tobreak old habits of instruction and manage-ment and to acquire new attitudes andexpectations.

Share Decision MakingWithout a genuine voice in the decisionsaffecting their professional lives, buildingstaffs are unlikely to accept responsibilityfor school improvement and studentsuccess. (p. 384)

School Development

One of the purposes of staff development is tounite the staff of the school in study to im-prove their school and thereby to engage thestaff in continual programs to make the schoolbetter. Little (1981) found that school im-provement is achieved when the followingconditions occur.

Teachers engage in frequent, continuousand increasingly concrete and precise talkabout teaching practice (as distinct fromteacher characteristics and failings, thesocial lives of teachers, the foibles andfailures of students and their families andthe unfortunate demands of society on theschool). By such talk, teachers build up ashared language adequate to the complexityof teaching, capable of distinguishing onepractice and its virtue from another.

Teachers and administrators frequentlyobserve each other teaching and provideeach other with useful (if potentially fright-ening) evaluations of their teaching. Onlysuch observation and feedback can provideshared referents for the shared language ofteaching, and both processes demand andprovide the precision and concretenesswhich make the talk about teaching useful.

Teachers and administrators plan, design,research, evaluate and prepare teachingmaterials together. The most prescientobservations remain academic ("justtheory") without the machinery to act onthem. By joint work on materials, teachersand administrators share the considerableburden of development required by long-term improvement, confirm their emergingunderstanding of their approach and makerising standards for their work attainable bythem and by their students.

Teachers and administrators teach eachother the practice of teaching. (pp. 12-13)

When deciding about whole school develop-ment strategies, Fullan (1985) identifiesproblematic dilemmas.

What should be done about voluntaryversus involuntary participation?When circumstances are equal, voluntaryparticipation is obviously preferred. How-ever, initial indifference or .'en opposition


can be turned around if the innovation hashigh quality, meets a need and accompaniesongoing assistance. When beginning withvolunteers, make it clear that participationby all is eventually expected. When man-dating some involvement, realize that moreintensive help and direction will be re-quired.

Should one use small-scale or large-scaleapproaches?Go with changes of significant complexity,but do it through incremental development,starting with a few schools and spreadingoutward.

What about fidelity versus variation?When working with a validated innovation,one should emphasize faithful implementa-tion at the initial stages, because most userswill reduce the degree of change. On theother hand, if one is not working withvalidated innovations, variation at theoutset should be fostered, because this istantamount to developing the innovationthrough use.

Where to start?Start small (that is single faculty) andexpand as one gets better at the changeprocess through experience in a particularsetting.

Richmond County Schools

In 1987 the Richmond County School Systemstarted a staff development effort called theModels of Teaching program. This program isintended to change the teaching workplaceand to increase the learning of students. Tochange the teaching workplace, the entirefaculty of a school is organized into studygroups. A study group consists of no morethan six professionals who meet weekly forabout one hour. The study groups make


common cause for sustaining innovations,implementing instructional changes, achievinggoals for school improvement, contributing tofaculty cohesiveness and focusing on how tohelp students learn more. Study groups alsoserve as the vehicle for putting any innovationinto place. Joint work is the tie that the studygroups are striving to attain.


Carlene MurphyRichmond County School System

Director of Staff Development804 Katharine StreetAugusta, GA 30904

706/737 -7270

Shared Governance and StaffDevelopmentShared governance comes into schools'decision making by edict, by abdication, bybenign neglect, or more positively, by choice.The choice to share the governance must bemade by the faculty and the principal, withsupport and prior approval, desirably, of thesystem superintendent. Making that choiceimplies that the principal acknowledges thathe or she does not want to go it alone. Theexpertise, support and joint work of the fac-ulty are necessary to improving learning in theschool.

Research and emerging practice supportintegrating staff development in any schoolimprovement project, with the followingpractices recommended by Wood (1989).

The board of education and superintendentcommit to school-based improvement andthe assumptions of effective staff development.

The system identifies procedures for plan-ning and implementing school-basedimprovement and staff development.

3 :)

New roles are identified and clarified forsystem and school administrators, staffdevelopers, teachers and school boardmembers.

The mission of staff development is rede-fined to support school-based improvement.

Principals and other school personnel aretrained to perform as staff developers andplanners. (p. 39)

Hopkins (1990) summarizes the opportunitiesand pitfalls of school-focused staff development.

Schools obviously have more flexibilityto tailor their staff development pro-grams in support of specific, agreed-oninnovations. On the other hand, in schoolswith poor climates, the possibilities forsuccessful innovation are limited unlessthe school climate itself becomes theobject of the staff development program.This is difficult for the school to achieveby itself. Substantial external support isconsequently needed, not only to sup-port teachers in the acquisition of newknowledge and practices, but also in theeffort to transform the culture of theschool. (p. 64)

Hopkins (1990) also emphasizes that school-based staff development planners who areintroducing educational ideas should considerthese factors.

Clarity of the concepts being used

Understanding of the school climate

Understanding of individual teacher'spsychological state

Planning and evaluation of their owninservice training by teachers with respectto each particular curriculum innovation.(1). 64)

Fullan (1991) advises that teachers who areinvolved in school improvement need, besides

3

instructional skill training, opportunities forteacher collaboration, communication andmutual support both in one-on-one andgroup settings. Teachers should receive andgive help and discuss the meaning of thechanges they are undergoing with their school.

About beginning dialogue among the schoolstaff considering school governance andimprovements, Glickman (1989) discussessome early decisions by the principal ofOglethorpe County (Georgia) High School in1982 and summarizes the implications for thedecision this way:

Whether Oglethorpe County High Schoolcould operate in such a way would firstdepend on whether the principal waswilling to involve teachers in real deci-sion making rather than using them asimplementers of the principal's deci-sion. In effect, would [the principal] bewilling to be one vote on a council wherea decision could be made that he person-ally opposed? Would he support the de-cision or sabotage it? If he vetoed it, thenshared governance was merely a shamand teachers would soon know it. (pp. 6-7)

As the seven individuals, one of whom wasthe principal, initiated the tasks of defininggoals and making decisions toward improvingOglethorpe County High School, the follow-ing two initial staff development activitiesbegan.

An overview of shared governance for thefirst group of decision makers and

Activities that developed the value ofsubsuming self-interest for the larger causeof the school.

As goals arose for improving the school'sresponsiveness to the needs of potentialdropouts and other students at-risk, the facultydesigned staff development activities forthemselves. Early examples included these.

Making Change Real III-11

A summer institute for faculty on counsel-ing and communicating with troubledstudents,

Courses in teaching reading, cooperativelearning and community-based activitiesfor students,

Parent-education courses and

Visits by teachers to other programs andattendance at conferences related to schoolgoals or issues that were under study by thevarious task forces trying to make recom-mendations to the school's ExecutiveCouncil.

Skills necessary to teachers and other school-level leaders who are functioning in the role ofstaff developer at their building are found inthe section "Staff Developers" in this guide(see Figure 1). As teachers and other school-based personnel share governance, skills incollaborative work, consensus-making andgroup problem-solving are among componentsbasic to success of any restructuring effort atthe school level.

This section addressed issues of initiation,implementation and institutionalization ofchange. The next three sections expand uponeach of these phases of change specifically inthe Georgia context.


Initiation: Issues and PracticesStaff development is the continuing personneldevelopment component of the educationalsystem. It focuses on the realization of humanpotential (Purkey and Novak, 1984). It isconcerned with building a culture of learning(Garmston, 1991), while it seeks to ensuresuccess for all students (Sparks, 1991). Staffdevelopment addresses the current and futureneeds of children, all education personnel andcommunities. However, while staff develop-ment has been identified as a critical factor infacilitating educational change, the profes-sional growth of education personnel is per-ceived by many as a personal responsibilitythat occurs largely at the margins of theirwork (Johnson, 1991). This perception hashad an impact upon the field of education staffdevelopment. As education moves toward the21st century and confronts many of the prob-lems and opportunities of quality, competitionand survival already encountered by thebusiness community, it appears inevitable thatthe staff development/human resource fieldwill change and expand and that issues ofprofessional and personal growth will becomecentrally important to educational institutions.

Staff developers have accepted the roles ofhuman development facilitator, change agent,systems analyst, conflict mediator, futurist andguide. However, because of the complex andnebulous nature of working with people, staffdevelopers often find themselves in multifari-ous and ambiguous situations. It is the purposeof this section to provide information that canassist staff development educators in dealingwith those situations.

Coweta County Schools

As part of a systemwide site-based manage-ment program, each school makes schoolimprovement plans under a systemwide

strategic plan and within recommendations ofthe Southern Association of Colleges andSchools and the six national goals.Each school ensures participation of allrelated personnel in determining the schoolgoals, reports a summary of the data used indetermining the needs of its learners and setsthree priority goals for the coming year.

The improvement plan details the objectivesand strategies for achieving the goals inspecific, measurable terms. Measures ofstudent learning will be used to evaluatesuccess. Staff development strategies integrateplans to meet the needs of personnel seekingto meet the priority needs of students.


Herman FletcherCoordinator of Staff Development

Coweta County School System237 Jackson StreetNewnan, GA 30264

706/254 -2810

Program PlanningSuccessful staff development programs arecarefully planned, and the planning processconsiders need, funding, scheduling, commu-nication, evaluation and further planning.Program planning can be approached inseveral ways, and many different tools can beused. Pert charts, timelines, flow charts,brainstorming sessions, committee meetingsand compilation and analysis of data may allenter into program planning.

Strategic planning, a systematic planningprocess which addresses all areas of programplanning, is being implemented in many

Initiation IV -1

Georgia school systems. Strategic planning isa process by which members of a schoolenvision its future and develop the necessaryprocedures and operations to achieve thatfuture.

Although strategic planning is often presentedas a systemwide management tool whichencompasses more areas than those specifi-cally designated as staff development, thestated purpose and goals of strategic planning

to commit to planning to do things theorganization is not presently doing or notdoing well are very consistent with thepurpose and goals of staff development. Thestrategic planning process can be a powerfulstaff development tool, and it can help build aculture of learning in schools. Strategic plan-ning addresses both theoretical and proceduralissues which relate to staff development pro-gram planning.

De Kalb County Schools

The De Kalb County School System Depart-ment of Staff Development has designed astrategic planning program called StrategicPlanning for School Improvement (SPSI ). Thepurpose is to provide a process "by whichmembers of a school envision its future anddevelop the necessary procedures and opera-tions to achieve that future." The programemphasizes the importance of the principal'srole, and it is organized so that a steeringcommittee representing administrators andstaff plays a major role in all planning activi-ties. The DeKalb County Department of StaffDevelopment has prepared a how-to manual,Strategic Planning for School Improvement: AManual for Educators, which provides acomplete description of the DeKalb Countystrategic planning model.

IV-2 Initiation


Jerry SchwartzAssistant Director of Staff Development

DeKalb County School System3770 North Decatur Road

Decatur, GA 30032404/297 -7403

FundingFunding issues state requirements, fundingsources, budget categories and legal account-ability can present difficulties to staffdevelopers. Meeting financial responsibilitiesand requirements is often one of the first tasksof the newly assigned staff developer. Thisfirst encounter with the technical aspects ofthe role can be intellectually frustrating andpsychologically confusing. Consideration ofcommon staff development funding questionsand answers may be helpful for those workingwith funding issues.

Questions and Answers

What determines the amount of staff devel-opment funds a school system receives?

The staff development allotment is part of thestate education budget that is established bythe legislature. A Quality Basic Education(QBE) formula determines the amount offunds allotted for staff development. Staffdevelopment funds are administered inGeorgia by the State Department of Educa-tion, but local systems have the authority andresponsibility for implementing staff develop-ment programs. Limits are placed on thepercentage of funds local systems may use foradministrative costs.

How much money does our school systemreceive?

Staff development funding levels may changefrom year to year. Local staff development

allotments depend upon the state educationbudget and the amount of funds designated forstaff development. Allocations are based on aQBE formula. Each local system superinten-dent receives a state funding allocation sheetin the spring of each year for the upcomingfiscal year.

What are Cost of Instruction funds andProfessional Development Stipend funds?

Cost of Instruction and Professional Develop-ment Stipends are separate categories of thestaff development budget. Using Cost ofInstruction funds, school systems may pur-chase materials and contracted services, payfor release time, instructional equipment andtravel for staff development purposes andreimburse personnel for registration fees andtuition. Systems may use these funds toprovide staff development opportunities forcertified, noncertified and school board mem-bers. School Systems award ProfessionalDevelopment Stipends directly to certifiedpersonnel who participate in staff develop-ment activities that address an assessed need.The Cost of Instruction category and theProfessional Development Stipend categoryare separate, and each must be used for itsdesignated purpose. The State Department ofEducation informs local systems of changes inallotment procedures and eligibility requirements.

Can staff development funds be used to hireconsultants?

School systems may use Cost of Instruction(staff development) funds to pay consultants.Documentation and monitoring of funds usedfor consultant services may be done throughconsultant contracts or purchase orders.

Can staff development funds be used to buyrefreshments?

School systems may not use staff developmentfunds to purchase refreshments; often indi-viduals provide refreshments for participantsin the staff development activity.

What kind of budget paperwork is requiredand when is it due?

School systems must submit a staff develop-ment plan/budget and an annual staff develop-ment report to the State Department of Educa-tion. Work on the local comprehensive staffdevelopment plan often takes place during thespring of the year. The annual report is due tothe state after the end of the fiscal year. Asuggested timeline for the development of acomprehensive staff development plan isprinted in the section of this guide titled "StaffDevelopment Program in Georgia: History,Rules, Forms and Other Information."

Do Georgia staff development fundingguidelines ever change?

Staff development guidelines and proceduresmay change. The State Department of Educa-tion informs local school systems of anychanges through memos, directives, publica-tions and meetings. Because changes dooccur, it is important to complete staff devel-opment forms and reports according to currentguidelines rather than relying on examples ofpast paperwork.

Whom do I contact if I have questionsabout staff development funding?

Questions about staff development fundingand reporting may be referred to the StaffDevelopment Services Unit, Georgia Depart-ment of Education, 1862 Twin Towers East,Atlanta, Georgia 30334-5030, (404)656-2433.Networking with other staff developmentprofessionals is a method many individualsuse to find answers to staff developmentquestions. It is hoped the local school systementries in this guide will facilitate networkingby providing names, addresses and phonenumbers of Georgia staff developers.

Initiation IV-3

Gilmer County Schools

Several systems in the North Georgia Re-gional Educational Service Agency areacooperatively identify expert 11- and 12-month employees who do workshops acrosssystem lines to save on consultant fees. GilmerCounty also finds the free access and use ofSatellite Educational Resource Consortium(SERC) programs and the Kentucky Educa-tional TV through SERCs very helpful. Schoolsystem personnel can tape these live work-shops for future use. These workshops providevery effective staff development for systempersonnel.


Jim HagopianStaff Development CoordinatorGilmer County Sclzool System

275 Bobcat TrailEllijay, GA 30540

706/276 -5000

Needs AssessmentEffective staff development programs addresseducational needs. Needs assessment is theprocess that examines individual and systemneeds and establishes program focus anddirection. It is an initial phase of staff develop-ment planning. Because staff developmentprograms address professional, personal,school and system needs, needs assessmentactivities that provide information about all ofthose areas are helpful.

During needs assessment, staff developersface questions that can have significant impacton program design and implementation.Identifying needs accurately provides a basisfor developing effective and meaningfulprograms.

IV-4 Initiation

Although there is agreement among educatorsthat staff development should be based onneed, there are different opinions about howthat need should be determined.

Some educators suggest that needs assess-ment follow step-by-step procedures(Wood, Thompson and Russell, 1981).

Other educators report that many educa-tional needs are already well-documentedand that documentation can serve as a basisfor staff development planning (Glickman,1990; Glickman,1991).

Many educational planners recommendusing strategic planning and action researchdata to establish staff development goals.

In the past few years educators have alsobeen encouraged to look to professionalvision as an element of needs determination.

As a result of these varied opinions about thevalue, effectiveness and efficiency of needsassessment approaches, staff developers haveraised questions about needs assessment.

I

Why do needs assessment?

The literature notes that one of the roles of aneffective staff developer is to communicate asense of direction and purpose (Schlechty,1990). The purpose of needs assessment is tohelp staff developers in setting goals, estab-lishing observable change criteria and convey-ing a sense of program direction.

How are needs assessment plans designed?

Traditionally, school system administratorshave designed staff development plans basedeither on administrator perception of staffneeds or on an annual needs assessmentsurvey. Many school systems now use asystemwide team approach to complete theneeds assessment phase to ensure that allindividuals affected by staff development

activities are involved in the planning phase.A planning team has the task of collecting,analyzing and reporting data. The team alsodetermines the type and quantity of informationto be gathered.

Are there different types of needs assess-ment data?

The Georgia Professional Standards Commis-sion (1986) has classified needs assessment aseither "learner" or "nonlearner" data."Learner" data provide information aboutinstructional issues. Results of learner-focused needs assessment provide informa-tion about curriculum and about the knowl-edge and skill levels of teachers and students."Non learner" data reflect the school andschool system's logistical, managerial andprogrammatic needs. Pupil attendance,facility use, bus maintenance and participationin school activities are examples of nonlearnerdata. Often, nonlearner data may serve asindicators of learner needs.

What are some specific areas of focus for astaff development needs assessment?

It is helpful to conduct a periodic, broad-scopeneeds assessment that looks at both "learner"and "nonlearner" needs. Such a needs assess-ment could encompass data about

Student achievement, attendance, dropoutrate, discipline, career interests and selfesteem

Curriculum offerings, pupil participationand pupil services

Teacher competencies, performance evalu-ation, certification, self-esteem and careergoals

Administration competencies, self-esteemand communication

Management, facilities, finance and p'ipilservices

Parent involvement and community percep-tions of the effectiveness of the schools

On what areas should a needs assessmentfocus?

The Georgia Professional Standards Commis-sion (1986) recommends that needs assess-ment plans focus on information such as

Type of Data "Learner" or "nonlearner"information described in specific terms

Population/Source The group or sourcefrom which the data will be collected

Instrument/Form Name and descrip-tion of instrument used to collect data

Data Collection Procedures Methodand procedures for administering theinstrument

Data Organization and Analysis Proce-dures Method of tabulating, reportingand analyzing data

Timeline Completion date set for eachmajor task

Coordinators Identification ofperson(s) responsible for each major task

Who should participate in needs assessmentactivities?

Because staff development is the improvementof all personnel, needs assessment activitiesshould involve all individuals within thesystem. Local comprehensive staff develop-ment plans must be based on the assessedneeds of all individuals officially involved inthe functioning of the local school system.

What are some specific needs assessmenttools?

Needs assessment tools include question-naires, self-studies, data gathered duringaction research activities, test score informa-tion, opinion polls, teacher evaluation data andanalysis of local trends and issues. The litera-ture has also noted that staff developers needto distinguish institutional goals and individualgoals. The .nfference between the two areas

Initiation IV-5

has an impact upon the selection of the appro-priate needs assessment tools (Harris, 1989).

When should 1 conduct needs assessmentactivities?

Needs assessment is ongoing. Effective staffdevelopers review and revise goals over timewith frequent task-focused interaction withschool leaders. Staff developers frequentlyconduct some type of needs assessment duringthe winter to help in the development of thenext year's comprehensive staff development plan.

How can needs assessment information beused?

Needs assessment information can assist in thedevelopment of goals for improvement. Thesedata can help staff developers determineprogram direction and develop change-fo-cused activities.

Are there any state requirements in this area?

The local comprehensive staff developmentplan must address the assessed needs of theschool system and individuals. Programs andactivities must meet the instructional needs ofthe system and the professional needs of boardmembers, administrators and certified andnoncertified personnel.

Americus City Schools

Since 1987, Staley Middle School has con-ducted a site-based school improvementproject. The current student advisementprogram, Group Opportunities for Listeningand Discussing (GOLD), is a weekly programdesigned to help students deal with changes.GOLD emphasizes individual responsibilityand effective decision-making behavior.

In the first year of development, a schooladvisory committee studied advisement pro-grams from other schools. They surveyedstudents, administrators and faculty on needs,

IV-6 Initiation

applied for staff development monies andrequested summer staff development stipendsand credits. Advisory committee membersplanned the structure of the advisementprogram and training for advisors. Duringpreplanning 1988-89, advisors were trained inlistening skills, working with small groups ofstudents and involving students in discussions.Activities were piloted with students thatschool year. Summer 1989 staff developmentwas targeted on skills needed to refine andpolish the activities piloted during the school year.

Though the school counselor changed in 1989,implementation of the advisement programcontinued. GOLD was presented to the stu-dents in a schoolwide assembly as facultymembers sang their GOLD rap and wore theirGOLD tee-shirts. Advisors completed evalua-tion of the activities they used with theirgroups each month, and the school-basedcoordinator led a discussion of the evalua-tions at the monthly advisory committeemeeting. Students and advisors completed anannual evaluation of their experiences, andthe advisory committee used the results of themonthly and annual evaluations to updateactivities during summer 1990. Staff develop-ment continued at the school in 1990-91, withnew activities added to the GOLD notebooks.

The advisory committee made preparations toadd 6th-grade activities in time for the addi-tion of that grade to Staley' s population.Piloting of 6th-grade activities during thecurrent school year is the focus for new 6th-grade staff and students.


Dianne WatkinsAssistant Principal for Instruction

Staley Middle School915 North Lee StreetAmericus, GA 31709

912/924 -3168

Implementation: Issues and PracticesEffective implementation is crucial to thesuccess of staff development programs. Muchof the staff developer's creativity and energyare expended in this area dealing with ele-ments of time, design and group process. Thisphase of the process can directly addressissues of innovation, empowerment, commit-ment and collegiality.

Gwinnett County Schools

The Gwinnett County Teachers As Leaders(TAL) program, inaugurated in 1990-1991,provides leadership development programsfor teachers. This program empowers teachersto become full partners with administrators infinding innovative solutions, methods orprccedures to improve the preparedness ofstudents for the outside world. TAL encour-ages teachers to become more assertive inseeking innovative approaches, to moreeffectively use the resources of the communityin educating young people and to becomeactive in a growing network of motivatedteachers focused on prepared students. TALis a joint venture between the school systemand the community, with business and commu-nity sources funding 50% of the costs.

The format is similar to Education's LeadershipGeorgia program, including three one-dayeducation sessions per year for the participants,an introductory retreat in the fall and aclosing retreat in the spring.

The purposes of TAL are to (a) provide leader-ship development and networking opportunities,(b) help teachers identify and develop theirroles as collaborative leaders within theirclassrooms, organizations and community.(c) empower teachers to influence Gwinnett' stotal community education partnership and(d) encourage students as leaders and educators.


Patty HeitmullerStaff Development CoordinatorGwinnett County School System

52 Gwinnett DriveLawrenceville, GA 30245

404/995-2352

Program ImplementationGuidelinesOne approach to school improvement isthrough the identification, adoption or devel-opment of specific, validated or promisingnew programs. Fullan (1985) provides thefollowing eight guidelines for planning andimplementing externally-developed, validatedinnovations.

Developing a PlanA plan should be developed consistent withwhat is known about effective change. Thisplan should explicitly address the remain-ing seven guidelines. Be aware that spend-ing energy on elaborate planning of staffdevelopment activities often can be at theexpense of spending energy on implement-ing activities.

Clarifying and Developing the Role ofCentral StaffThe superintendent should clarify anddevelop system staff capacity to supportinnovation. System staff should fulfill andbalance their initiating and assisting roles.Central office administrators must beactively involved, directly or indirectly,throughout the process, not just at the initialor final phases.

Implementation V-1

Selecting Innovations and SchoolsInnovations may be either school-initiatedor system-initiated. In either case, the focusshould be on clear needs, availability andquality of materials and provisions forfollow-up assistance. Schools can beencouraged to select/develop their owninnovations or to adopt a given innovation.They can be advised to adopt a particularchange or mandated to participate. The keysuccess factor is assuring the users ofhelpful, ongoing assistance during imple-mentation.

Principals and Other School-focusedCriteriaThe superintendent must invest in theinstructional/change, management/leader-ship role of the school principal, includingcontinuous professional development in avariety of ways. It is the principal's role tohelp create the climate and mechanism forsupporting implementation of innovations.

Staff Development and Technical Assis-tanceInnovations entailing significant changelive and die by the amount of help thechange agents receive (Huberman andCrandall, 1983).

Ensuring Information GatheringDecisions must be made as to the types ofinformation to be collected, the degree offormality/informality of data collection andthe use of information.

Planning for Continuation and SpreadWithout deliberate measures to assure thatthe innovation continues, attrition couldcause it to disappear. New practices mustbe built in to the training, regulatory,staffing and budgetary cycles.

Reviewing Capacity for Future ChangeThe goal of innovation strategies is toincrease the capacity of the system to

V-2 Implementation

identify, consider, implement and institu-tionalize any number of appropriate inno-vations. The questions become: How goodare we at implementing innovations thatbring about improvement? Are we gettingbetter at it?

Clarke County Schools

The Clarke County School System began anElementary Assistant Principals' Networkduring the 1989-90 school year. The networkdeveloped out of a day-long discussion heldduring the summer of 1989 and involving allelementary principals and assistant princi-pals. Discussion centered on duties andresponsibilities of the assistant principal. As aresult, the network developed into a mutualsupport system during the 1989-90 schoolyear. Planning for a strong professionalgrowth component occurred as the groupcompleted the first year.

The Assistant Principals' Network is a seriesof monthly assistant principals' meetings. A

different elementary school holds each meet-ing, and the assistant principal of the hostschool serves as program facilitator. Topicsaddressed during the 1990-91 year werespecial programs, standards, test coordina-tion, whole language, discipline and leader-ship. Issues scheduled for study during the1991-92 year are budget planning, teachersupport, communication, social studies curric-ulum, problem-solving and instructionalstrategies.


Kathryn 1-I. HugDirector, Curriculum and Staff Development

Clarke County School System500 College Avenue, P.O. Box 1708

Athens, GA 30603706/546 -7721

Questions and Answers.

What is the role of the Staff DevelopmentCoordinator?

The primary role of the central office staffdeveloper is to help the change process byassessing readiness, creating supportivestructure and providing training (Caldwell,1989).

Does school or system size have any-thing to do w :if development imple-mentatioi.

Systi. -1 size is one of many factors that mayhave an effect on staf;- .,,Allopment imple-mentation. In smaller systems, staffdevelopment is freqt.y.711:y Aly one area ofres: )nsibility among many assigned to thecentral office st. -veloper. In larger systems

although an individual may be specificallyassigned on the area of staff developmentthat individua: must coordinate activities forthousands of people. Pajak (1989) found thatstaff developers in smaller systems oftenbecome caught up in red tape for lack ofsecretarial support. Yet developers in largersystems have more difficulty maintaining highlevels of personal contact with teachers. Staffdevelopers feel that school system size doesimpact upon change activities and that it ishelpful to discuss staff development issueswith individuals from similar-sized schoolsystems.

Where should staff development classes beheld?

Group activity is a necessary part of staffdevelopment, and training should take place inareas that are conducive to group-based adultlearning. Educational change focuses uponteaching and many school-focused activitiestake place within the school. However, theschool is not the only location in which toconduct staff development activities. Desig-nated staff development facilities, communitybuildings, colleges and local resource areas

4

have been used successfully for staff develop-ment activities. Care should be taken to ensurethat facilities create an atmosphere that en-courages growth and development.

Can staff development activities affectemployee morale?

Staff development can affect employee mo-rale. Effective staff development programsfacilitate professional collaboration, encour-age experimentation, foster collegiality, createsupport systems and increase the levels ofindividual influence and ownership. Effectivestaff development activities encourage indi-vidual initiative, trust and caring. Ineffectivestaff development activities may create situa-tions that decrease collaboration and trust andpromote perceptions of powerlessness.

What paperwork is required to documentimplementation activities?

A local school system must submit an annualstaff development report to the GeorgiaDepartment of Education after the end of eachfiscal year. Many local education systems alsoprepare kcal staff development reports thatdocument staff development activities.

What role does certification renewal havein change-oriented staff developmentprograms?

Staff development has moved from beingprimarily a method of certification renewal tobeing a vehicle for educational change. Staffdevelopment activities can serve the usefulfunction of providing certification renewalcredit. However, the current emphasis in thestaff development field is on creating culturesof learning that facilitate institutional andindividual development. The focus is onprofessional renewal rather than professionalcertification renewal.

Implementation V-3

How can staff development educators workwith individuals who are at different stagesof career growth?

Professional development cannot be separatedfrom school improvement. In working withindividuals who are at different stages ofcareer development a series of steps mov-ing from dependence to professional au-tonomy the staff developer must be awareof the needs of individuals and of the types ofactivities most appropriate for various levelsof growth. Teachers whose central interestsare on their own survival have needs differentfrom those concerned with becoming moreefficient. The needs of those who are ready toassume leadership roles among their col-leagues are different yet. The staff developermust know career development theory as wellas individuals in the school system. Severalschool systems have addressed this situationthrough such programs as peer coaching andmentor teacher staff development activities.

What factors can create barriers for suc-cessful staff development implementation?

The literature highlights a variety of staffdevelopment pitfalls. Some of the most promi-nent pitfalls are tendencies toward quick-fixsolutions, lack of central office support andfollow-through and underfunding. Otherpitfalls include failure to address the incom-patibility between project requirements andexisting policies and trying to manage projectsfrom the central office rather than developingschool-based leadership (Pink, 1989).

Floyd County Schools

Beginning with the 1990-91 school term,Floyd County Schools, in its tenth year withthe 'Waste,: Learning philosophy as the basisof the instructional program, held a three-dayplanning session in 1990-91 to update itsmastery model to meet current goals. Theadapted model is called GRASP Goal

V-4 Implemental ion

setting, Relating, Aiding, Stimulating andPursuing. The main goal is to maintain andimprove student achievement and to promotepositive attitudes toward school.

Floyd County School System encouragesveteran teachers to participate in staff devel-opment and provides administrators opportu-nities to refresh their knowledge and skills.However, the primary focus of staff develop-ment is to provide training that will enablenew staff members to function effectivelywithin the system's model of Mastery Learning.

Evaluation of the program components willdrive needs assessment for all staff develop-ment activities that might be added to theofferings from year to year.


S. Wayne HuntleyAdministrative Assistant

Floyd County School System600 Riverside Parkway. NE

Rome, GA 30161-2938706/234 -1031

CommunicationStaff development is a significant element ofeducation improvement, yet it is often viewedas a fringe component of education (Johnson,1990). Such a situation can cause frustrationfor staff developers responsible for communi-cating and educating about the goals andfunctions of staff development. Communica-tion with school personnel and with the publicis important to success in staff development.Georgia educators are responding to that taskin a variety of ways.

Henry County Schools

The Henry County Staff Development Councilscheduled a Staff Development Fair to pro-mote the local staff development program.Held on a teacher workday, the system en-couraged teachers to participate in a varietyof activities. A "Walk for Fitness and Fun"was followed by two large-group presenta-tions, workshops, team-building activities andathletic events in the afternoon. Local boardof education members participated, and thestaff development council invited members ofthe local chamber of commerce.

A by-product of the planning and energy fromcouncil members as they worked together onthe fair project has been camaraderie amongcommittee members. Council members feelownership in the staff development program inHenry County, and they can expound its valueto the other professionals on their schools' staffs.


Mary Jane OwenDirector of Staff DevelopmentHenry County School System

P. 0. Box 479, 396 Tomlinson St.McDonough, GA 30253

404/957 -6601

4r


Should staff developers really be involvedin public information kinds of activities?

Educators have come to realize the importanceof public perception. Joanne Zwyne in theNovember 1990 issue of the National StaffDevelopment Council's The Developer urgedstaff developers to "spread the word" throughsystem publications, cable television, newspa-pers and mall displays.

Who should know about staff developmentactivities?

Change-focused staff development seeks tocreate a culture of learning that will have animpact upon the educational institution andthe community. All individuals within thoseschools and communities should be informedof staff development goals, activities andresults.

I'm an educator, not a public informationexpert. What kinds of communicationactivities could I do?

Staff developers can create handbooks, writepress releases, develop brochures and appearon local radio and television. They can speakat civic organizations, sponsor communityactivities and participate in business/educationpartnership functions. They should contact thesystem public information officer for help.

Implementation V-5

Jones County Schools

Written communication is useful to informschool system staff about the staff develop-ment program. In Jones County, all staffmembers receive a handbook listing all staffdevelopment opportunities at the beginning ofeach school year. The handbook includesinformation about how faculty and staffbecome eligible for Staff Development Unitsand paraprofessional training credits. It alsocontains guidelines for staff developmentcourses, procedures for tuition reimburse-ment, professional development stipendguidelines and appropriate applications foreach program, even the local RESA applica-tion. In addition to the handbook and initialactivity schedule, the staff development coor-dinator distributes a monthly staff develop-ment memo to all faculty and staff.


Vicki L. CobbCurriculum Director

Jones County School SystemBox 519

Gray, GA 31032912/986 -3032

RolesThe success of a staff development programdepends on the actions and interactions of avariety of individuals.

The principal is often the key to staffdevelopment effectiveness.

The teacher and other personnel are thechange catalysts.

The board of education stimulates educa-tional development.

The superintendent assures educationalquality.

V-6 Implementation

The community is responsible for educa-tional achievement.

The staff development roles of key individualsand groups have long been recognized. The1990 Georgia Department of Educationpublication, School-Focused Staff DevelopmentGuide, provides a concise description of theroles and responsibilities of some of theindividuals involved in school-based staffdevelopment. (Sce Figure 3 on p. V-7)


Who is a staff developer?

Many people in a school system may fulfillvarious staff development functions. How-ever, most school systems assign a largeportion of staff development duties to aspecific individual. Central office staff devel-opers and administrators play an importantrole in setting up an environment that pro-motes successful program implementation.Building principals serve as staff developerswhen they demonstrate a sense of vision andvalues which enables educators to implementpurposeful change (Dufour, 1991). Teachersserve as staff developers as they participate indecision making, peer training and strategicplanning activities.

What are some conditions that can help thestaff development functioning of all thegroups and individuals having a stake ineducational change activities?

Current literature supports the view thatshared goals and shared decision making helpinstitutional and individual growth. Activitiesthat empower all stakeholders through mean-ingful participation in planning, decision-making and change-oriented activities arethought to encourage ownership and to benefitstaff development program functioning.

4 (I

Figure 3 Roles and Responsibilities in School-Focused Staff Development

Role Responsibilities

Board of Education Align policy to support school-focused staff developmentIdentify goals for major focusMonitor progressBudget resources

System Staff DevelopmentCoordinator

Coordinate policy, broad goals and strategic plan with schoolimplementation processes

Develop guidelines, regulations for schools; monitor complianceManage system resources to support programPerform in role of consultant, facilitator to schoolsDesign and coordinate program and evaluation

Staff Developer (eithercentral office or school-based staff)

Provide training, instruction or mentoring to school staff membersDesign, communicate and coordinate learning experiences for school staff

Model collaboration in planning, implementation and evaluation

Principal Involve appropriate groups in setting goals, programs, evaluating progressFoster collegiality and experimentationSupport staff involvement in improvement activitiesDelegate authority, responsibility; empower staffOversee expenditure of fundsModel collaboration, professional growthProvide release time to support changeProvide facilities for activities as required

Teacher, Stz.ff Collaborate to set priorities for improvementHelp identify, design, implement and participate in staff development

programsConduct in-service programs for peersHelp collect and evaluate data from action research, coaching andreflective teaching

School Staff DevelopmentCommittee

Work collaboratively with system or school planners to initiate, implement

and institutionalize changes

Gather and share information about school needs and resourcesFacilitate communication and collegial joint work among school staffPromote the school as a community of learners

(Adapted from School-Focused Staff Development, 1990, 5-6)

.1 .5Implementation V-7

Northeast Georgia Regional Educa-tional Service Agency (RESA)

The Georgia Center for Continuing Educationat the University of Georgia has developed,under contract with Northeast Georgia RESA,a 37-hour independent training program forparaprofessionals. Based on the center's 90-hour Certified Child Caregiver program, theParaprofessional /Aide Training Program(PAT) provides a convenient, standardizedand cost-efficient training package for use byRESAs and school systems. Coupled with the10-hour Orientation Package developed byFirst District RESA and now in use by manyRESAs, the 37-hour PAT program provides 47hours of the 50-hour state training require-ment for initial licensure of paraprofessionals.

Developed by the Georgia center with helpfrom a RESA advisory panel, the PAT materi-als offer 10 learning modules that may beused singly or together, depending on indi-vidual training requirements. Modules vary inlength and difficulty, requiring two to sixhours each.

Module titles include Education as a Profes-sion, Guidance and Discipline, Learningthrough Play, Child Development: Ages andStages, Child Abuse and Neglect. First Aid,Building Self-Esteem and Self-Confidence inChildren, Outdoor Play. Activities, Equipmentand Supervision, Working with Children withSpecial Needs and Professionalism andEthics. Monitoring and check-off proceduresare also part of the program.


Gayle RogersGeneral Consultant

Northeast Georgia RESA375 Winter Street

Winterville, GA 30683706/742 -8292

V-8 Implementation

t).

Institutionalization: Issues and PracticesInstitutionalization of school improvementefforts is the goal of staff developers. Morebroadly, institutionalization of the long-termcapacity for continual improvement is theoverarching goal for all educators (Fullan, 1991).This goal is attained when a culture of con-tinuous improvement and an ongoing qualitystaff development program are embedded inthe structure of the organization its budget,policies and scheduling and in its people. Theorganization has procedures for continuinghelp to new persons entering the organization.

In order to assess and support the depth andscope of changes occurring in practice byteachers and other participants in staff devel-opment programs, adequate evaluation of thetransfer of skills and knowledge from theworkshop to the workplace is essential. Insti-tutionalization requires that information aboutpractices and results be generated at thefollowing three levels of the organization.

Classroom Teachers generate informa-tion through study groups, reflective teach-ing and coaching.

School Information is derived from actionresearch, group test scores, grade distribu-tions and other data generated in the school.

System Information is generatedthrough surveys, formative and summativeevaluations and analysis of student groupdata. All of this information, if institution-alization is to be realized, is translated intothe professional knowledge that drives theorganization's design for later activities. Ifthe improvements are to be sustained overtime, despite attrition in trained staff, theplanners must provide for induction of newstaff into the change and for renewal ofveteran staff members. Action research,reflective teaching and coaching are prom-ising strategies for staff developers seeking tomeet the challenge of institutionalization.

Social Circle City Schools

Institutionalization of Mastery Learning is amatter of planned, continuing concern to theadministration of Social Circle City schools,even after 11 years. With school board-adopted promotion standards at every gradelevel requiring specified mastery of objectives,every student, parent, teacher and administra-tor in Social Circle needs to be thoroughlyfamiliar with Mastery Learning concepts.

An annual staff development strand calledNew Teachers to the System (NT 'S) providesprogram support for all teachers who arenewly employed by the school system. Newteachers acquire the concepts of the masteryprocess of instruction and are inducted intothe philosophy that every child can learn.Workshops are scheduled annually to carryout Mastery Learning for new staff, veteranteachers and administrators.

System curriculum staff and school adminis-trators observe classrooms of new and veteranstaff on a regular, scheduled basis. Theyprovide systematic, formative feedback toteachers about instruction using the MasteryLearning model. Teachers write mastery-model units of instruction each year in thecurriculum development effort that accompa-nies training. Feedback is provided to teach-ers on unit plans to ensure that they meetsystem expectations.


John Burks, SuperintendentSandra Shockley, Curriculum Director

Social Circle City School SystemP. O. Box 428

Social Circle, GA 30279706/464 -2731

Institutionalization V1-1

Reflective Teaching andCoachingIn reflective teaching a teacher studies his orher own instruction for improvement. Meth-ods include audio- and videotaping classroomperformance followed by self-analysis. Thisapproach requires little administrative supportand can be initiated by a teacher withoutinvolving either peers or supervisors. How-ever, it can be limited by the individualteacher's own knowledge and skill in analysisand by his or her willingness to try to change.

A standard practice in staff development thatovercomes this disadvantage is to includeclinical supervision or peer coaching in aplanned follow-up of staff developmentactivities. An instructional supervisor oradministrator may observe practices beingimplemented from the training. If the observa-tions occur between or after training sessionsand are done by a peer who is in or has partici-pated in the training, then the peer coachpresents the teacher with data from the class-room observation. The peer coach providesfeedback so the teacher has more complete,somewhat more objective information aboutclassroom performance. The peer coach sharesresponsibility for planning or participating instaff development opportunities related to anyneeds identified.

In learning-enriched schools where theculture reflects the values of collaborativeproblem-solving and collegiality, the peercoach may serve less as an authority than as asecond set of eyes for the teacher. For ex-ample, the teacher, in a preobservation confer-ence, decides what data are to be collected bythe coach. The peer coach completes theobservation, then engages the teacher indiscussion about data collected in the class-room. In this example, the teacher analyzesthe data collected. The coach helps with

VI-2 Institutionalization

analysis by asking clarifying questions, con-firming or questioning the conclusions. How-ever, the coach leaves control and ownershipof the conclusions in the hands of the teacher.

Clayton County Schools

Designed to support teachers new to theprofession, the system or the state, theTeacher Induction program has four primarygoals: (a) attraction and retention of teachers,(b) transmission of system culture, (c) asmooth transition to the school environmentand (d) professional growth and development.

Each teacher new to the system is invited to athree-day orientation program. The programincludes professional development topics oninstructional strategies and a bus tour ofhistorical places in Clayton County narratedby teachers in period garb. Teachers receivean extensive induction manual with informa-tion about the school system and communityas well as survival tips.

Teacher support specialists are paired withnew teachers to provide feedback on class-room performance, aid with learning theschool culture and provide emotional support.


Gail CrimingerDirector of Staff DevelopmentClayton County School System

120 Smith StreetJonesboro, GA 30236

404/473 -2795

4J

School-level ActionResearchAction research is a study of the results ofactivities conducted by school colleagues toimprove instruction. Action researchers gatherand interpret information for their own use intheir own setting. Such research unites effortsto meet school goals with efforts to meetindividual teachers' professional growth needs.

Action researchers always relate the datacollected to the particular goals or improve-ments being pursued. Data sources includeattendance records, student grades, standard-ized test scores, records of dropouts, reten-tions or referrals. Schools sometimes developdata using questionnaires, interviews, recordsof library use, portfolios of student work orvideotapes of students or teachers. Data fromself-analysis, peer observation or clinicalsupervision provide school or system staffdevelopers quality information upon which tobase planning for ensuing training opportuni-ties or program changes. The kind of datasought depends on the questions the improve-ment team wants to answer.

Jasper County Schools

Each school year for Jasper County beginswith a two-day session with the school leader-ship team (teachers and administrators). Theyset school goals for the year, plan activities tomeet their goals and do team-building together.

The 1991-92 school goals tivere to (a) improveteacher-parent communication and parentinvolvement in education and (h) increasestudent success among youngsters at-risk. Theschool faculty collected data on positive notessent home to parents (Hurricane Hoorahs),number of phone calls to parents, number ofparents attending advisement and registrationsessions. Data collected also included failure

4

rates, absentee rates and number of repeatersamong students assigned to the in-school sus-pension program. The leadership team workedclosely with staff development planners. Communi-

cation skills were included in training forfaculty members. Comparisons of results fromlast year to this will help school leadershipteam members determine what changes tomake, if any, for next year.


James G. JordanPrincipal

Jasper County High SchoolRoute 1, Box 491

Monticello, GA 31064706/468 -2227

System-level StaffDevelopment EvaluationEvaluation is an important element of staffdevelopment work. Evaluation determinesprogram effectiveness and quality and enablesstaff developers to make program decisionsbased on objective information. Glasser(1990) noted that the "willingness to judge thequality of what we do and then to improve it ifwe find it wanting" determines success orfailure. Discussions with Georgia staff devel-opers reveal that determining and evaluatingquality are paramount staff developmentconcerns. Agreeing that evaluation is an area"which should not be taken lightly" (Harris,1989, p. 80) still staff developers believe itneeds more emphasis.

Staff development evaluation efforts mustconsider such topics as short- and long-termresults, philosophical framework, measure-ment techniques, values, educational theoryand cultural attitudes. Because so manyoptions, opportunities and alternatives areavailable, it is an area that raises many questions.

Institutionalization VI-3


Exactly what elements should staff develop-ment evaluation consider?

Effective staff development evaluation consid-ers a wide variety of factors, with emphasis onestablished staff development goals. AsGuskey and Sparks (1991) point out, becausea variety of factors influence staff developmentresults, there may not be a direct link betweenstudent results and staff development activi-ties. They advise considering three factorswhen evaluating a staff development program.

Content of the Staff Development Programthe impact the new instructional programwill have on student outcomes often reflectedin the research base of the innovation

Quality of the Staff Development Programhow an innovation is presented to teachersincluding quality of presentation of the newinstructional practices, teachers' existingteaching philosophy and practices, and timeand effort the new practices require com-pared to the benefits they promise

Organizational Climate and Cultureincludes support and trust of teachers byadministrators, norms of collegiality andexperimentation, shared decision makingand responsibility

In addition, the effectiveness of multifacetedapproaches to staff development must beassessed with multifaceted evaluation tech-niques (Stringfield, et al., 1991).

How does evaluation fit in with the othercomponents of a staff development program?

Evaluation is an integral part of the staffdevelopment process. Consideration must begiven to how evaluation activities are to beconducted and how evaluation meshes withstaff development. Evaluation issues arepresent at goal-setting program implementa-tion in needs assessment and program plan-

VI-4 Institutionalization

ning. Thus, effective evaluation is a systemrather than a series of discrete steps (School-

Focused Staff Development Guide, 1990).

What are some guidelines for conductingstaff development evaluation?

Guskey and Sparks (1991) recommend that

Evaluation begin during program planningand continue throughout all phases ofprogram implementation

All educational stakeholders be involved

Objectives and evaluation focus primarilyon student outcomes

Evaluation efforts involve several sourcesof information

Planners understand that changes in onepart of a school system are likely to affectother parts of the system

When should evaluation activities be conducted?

Evaluation is required and should be con-ducted throughout the staff developmentprocess. Formative evaluation can be con-ducted to help with needs assessment andplanning, and summative evaluation can helpin analyzing program results. Program andactivity evaluations are conducted after theproject or activity. Those evaluations aresaved and provide documentation in meetingrequirements for state monitoring.

Who should participate in the evaluationprocess?

All individuals who participate in staff devel-opment activities should participate in theevaluation.

How do we use evaluation findings?

Evaluation findings provide measures ofprogram effectiveness and information thathelp in planning future activities.

Staff Development Program in GeorgiaBrief History

Georgia has maintained a role in the profes-sional development of teachers for manyyears. At first, the Georgia Department ofEducation provided allotments to local schoolsystems for grants to individual teachers forcollege courses in the summer. Staff develop-ment was given impetus and identity in October1973 when the Georgia Board of Educationapproved a State Plan for Staff Development.This state plan was based on the assumptionthat one way to improve education is to updateand upgrade the knowledge and skills of localsystem personnel. The department of educa-tion allocated funds for staff development tolocal school systems. Afterwards, local sys-tems submitted to the department staff devel-opment program applications and budgetsrelated to local needs and objectives. The planalso allowed local education personnel torenew professional certificates through staffdevelopment unit (SDU) programs offered bylocal school systems and other agencies.

In 1976, the Georgia Board of Educationapproved Standards for Certification RenewalThrough Staff Development (Staff Develop-ment Unit [SDU] credit). With this action,local systems could submit plans for Compre-hensive Certification Renewal Through StaffDevelopment. With an approved plan, localschool system education personnel couldparticipate in staff development activities forSDU credit that could be used to renew pro-fessional certificates. Regional EducationalServices Agencies (RESAs), colleges andother agencies also could submit plans for

SDU credit. Local school systems with ap-proved plans received additional state funds.

The implementation of performance-basedcertification in 1978 extended initial teacherpreparation into the beginning years of em-

ployment to include staff development basedon the identified needs of beginning teachers.Under performance-based certification, begin-ning teachers could convert their ;nitial,nonrenewable certificates to ones that wererenewable by demonstrating effective on-the-job teaching. As a result of these certificationchanges, school systems received additionalstate funds that enabled them to plan, developand implement staff development programsfor beginning teachers.

In 1985, the General Assembly of Georgiaadopted the Quality Basic Education (QBE)Act. This act established that the primarypurpose of staff development activities spon-sored by local school systems and otheragencies is to provide opportunities for allpublic school personnel to continue theirprofessional development throughout theircareers. A formula was set for funding profes-sional development programs. Before QBE,local school systems could choose whether ornot to submit a plan to the department ofeducation to secure state funds. QBE requiredthat each school system develop a comprehen-sive plan to meet the needs of all employeesand submit the plan to the state for review andapproval. QBE specified that local schoolsystems design a comprehensive plan toprovide staff development addressing

Needs of local system personnel in theinduction phase of professional development,

Needs of personnel identified during theannual personnel evaluation process,

Needs of personnel identified during theevaluation of instructional programs and

Other needs thought necessary by the localschool system or prescribed by the GeorgiaBoard of Education.

Staff Development Program in Georgia VII-1

Standard practices of staff developers inGeorgia are to develop and coordinatesystemwide needs assessment processes,collect and analyze data related to those needs,define priorities, develop comprehensive plansand document formative and summativeevaluations of programs and improvements.Under the QBE formula, state funds enablelocal school systems to carry out local staffdevelopment programs. These funds includeallocations that may be used for expensesrelated to the delivery of staff developmentprogramming and for professional develop-ment stipends that may be awarded to quali-fied certified personnel who complete ap-proved staff development and college coursesoutside normal contract time.

Emerging practices of many staff developersin Georgia include and go beyond standardpractice. They focus on school change morethan individual development or systemwideprogramming. In this mode, staff developershelp identify organizational goals throughanalyzing of data generated by groups ofpersonnel at building and system levels. Theyprovide technical assistance to faculty andstaff planning their own staff development,designing their own action research or search-ing for innovative programs to be adopted oradapted by local schools. Staff developersprovide structures that combine pressure andsupport for implementation and institutional-ization of improvements.

VII-2 Staff Development Program in Georgia

Code: GAD(1)

160-3-3-.04 PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

(1) DEFINITIONS.

(a) Competency - knowledge, skills and attitudes needed bypersonnel to satisfactorily carry out duties and responsibilities ofassigned positions.

(b) Comprehensive Plan for Staff Development the method forestablishing, coordinating and maintaining staff developmentprograms that address the assessed competency needs of all schoolsystem personnel.

(c) Contact Hours actual clock hours of formal instructionreceived during the preparation phase of a staff development unitactivity.

(d) Enhancement a stage of professional development in whichan individual broadens or strengthens his or her competencies byparticipating in learning opportunities that address needsidentified through the state-required annual evaluation process orthrough other school and system evaluations.

(e) Induction a stage of professional development in which anindividual has served three or fewer years in a teaching, leadershipor service assignment or has accepted an assignment in a new field.

(f) Mastery Verification an evaluation conducted during thepreparation phase to determine if participants have mastered theobjectives of a staff development unit (SDU) course. Masteryverification may be completed in lieu of on-the-job performance.

(g) Needs - conditions in which actual status of personnel withrespect to knowledge of and performance in their fields ofemployment fall short of the level of performance desired by theindividual, supervisor or the employing organization.

(h) Needs based on instructional effectiveness personnelcompetency needs identified through evaluations of the effectivenessof school and school system instructional programs or implementationof new or revised programs.

(i) Needs based on professional deve,emment - individual needsof personnel identified according to the three stages ofprofessional development: induction, specific needs development and

enhancement.

(j) On-the-job performance performance phase for staffdevelopment unit credit based on verification that the intent of theformal instruction has been implemented on the job.

160-3-3-.04 (Continued)

(k) Preparation phase - formal instructional phase for staffdevelopment unit credit based on contact hours of instruction.

(1) Professional Development Plan - an individual improvementplan that includes specific objectives, activities, time line andcriteria for measurement of progress that was developed during theannual evaluation process.

(m) Professional Development Stipends funds awarded toqualified certified personnel for having successfully completedformal educational opportunities occurring at any time during thefiscal year outside of an employee's normal contract hours and forwhich either staff development units (SDUs) or college credits,earned in a regionally-accredited institution, are awarded.

(n) Program evaluation the determination of overalleffectiveness of the staff development activities; includesformative and summative assessments.

(o) Specific needs development a stage of professionaldevelopment in which an individual has deficiencies or other needsas identified through the state required annual evaluation process.

(p) Staff development formal educational opportunities thatare offered to persons through the approved comprehensive plan.

(q) Staff development advisory committee - a representativecommittee that advises and assists the system coordinator in theassessment of needs, determination of priorities, content ofactivities, evaluation of the program and modification of plans.

(r) Staff development coordinator - the system superintendent ordesignee whose job description includes detailed responsibilitiesand functions for administering, coordinating and directing thelocal staff development program.

(s) Staff development unit (SDU) credit - unit of credit basedon 10 contact hours of formal instruction (preparation phase) and onverification that the intent of the formal instruction has beenimplemented on the job (on-the-job performance phase) or on masteryverification conducted during the preparation phase.

(2) COMPREHENSIVE PLAN FOR STAFF DEVELOPMENT.

(a) Statement of Policy. The local board of education shalladopt a policy that requires the preparation and implementation of acomprehensive plan for staff development. appointment of a staffdevelopment coordinator and the appointment of a staff developmentadvisory committee.

(b) Local Comprehensive Plan. Each school system shall developand submit an annual comprehensive staff development plan to the

2

160-3-3-.04 (Continued)

Georgia Department of Education for review and approval. The plan

shall contain the following.

1. Administrative procedures that provide for reporting all staffdevelopment activities for all personnel in one comprehensive planand implementation of the comprehensive plan as approved.

2. Staff development programs that address the assessed needs ofschool personnel according to professional development andinstructional effectiveness.

(1) Professional Development. The needs of all personnel shallbe considered according to each of the three stages of professional

development.

(I) Induction staff development programs shall address thefollowing needs of:

I. Beginning certified personnel based on the results of theTeacher Certification Tests and the annual evaluation process.

II. Beginning personnel based on system and/or school assessments.

III. Any certified employee who has accepted an assignment in anew field.

IV. A new teacher who has been hired to teach in an areadesignated by the Georgia Board of Education as a critical field.

(II) Specific Needs Development.

(III) Enhancement area(s) of need shall be mutually agreed upon

by the individual and supervisor.

(ii) Instructional Effectiveness. Staff development programsshall also be designed to address personnel competency needsidentified through evaluations of the effectiveness of school systeminstructional programs or implementation of new or revised

instructional programs.

3. Staff development activities according to priorities that are

determined annually by the department.

4. Descriptions of staff development programs that include

statements of need, objectives, activities, evaluations and budget

information.

5. Procedures for conducting program evaluation, both formative

and summative.

6. A comprehensive budget that indicates all possible local, state

and federal fund sources to support the plan.

3

160-3-3-.04 (Continued)

(1) No state staff development funds shall be used to compensateindividuals for the primary purpose of obtaining an advanced degree.

(ii) State staff development funds shall be used only tocompensate personnel for activities that relate to school and schoolsystem educational programs.

(iii) No person shall receive a Professional Development Stipendand reimbursement from state staff development funds for the samecourse.

(c) Expenditures of Funds. The local school system shall use atleast 90 percent of staff development funds, including any fundstransferred from Professional Development Stipends, to support staffdevelopment programs for all school system personnel, includinglocal school board members.

1. Staff development funds shall be expended for any of thefollowing items.

(1) Release time for teachers to serve as mentor teachers.

(ii) Release time for teachers to participate in staff developmentactivities, i.e., substitute teacher salaries and employee benefits.

(iii) Travel for staff development purposes.

(iv) Professional and technical service fees and expenses forinstructors and consultants.

(v) Instructional equipment for staff development purposes.

(vi) Training materials and supplies.

(vii) Reimbursement for expenditures of persons who successfullycomplete approved conferences, workshops or courses (reimbursementfor college courses is limited to tuition, fees and textbooksrequired for the course).

2. Not more than 10 percent of staff development funds, includingany funds transferred from Professional Development Stipends, shallbe used for administrative costs and other expenses directly relatedto the delivery of staff development programming.

(d) Due Dates. The annual projected comprehensive staffdevelopment plan and budget shall be submitted by June 1 for each

fiscal year on forms provided by the department.

(e) Program Amendments. The local school system shall submit tothe department for approval any modifications, such as new programdescriptions, program description amendments when there are changesin the objectives of programs and budget amendments when there is a

4t s)

160-3-3-.04 (Continued)

20 percent deviation between object classes on the staff development

budget.

(f) Annual Report. Each local school system shall submit anannual report by August 15 for the previous fiscal year on formsprovided by the department.

(3) PROFESSIONAL DEVELOPMENT STIPENDS.

(a) Stipend Awards. Local school systems shall award stipendsto full-time, certified personnel only if the following conditions

are met.

1. School system administrators select participants for stipendsaccording to priorities that are annually determined by thedepartment.

2. The individual participates in an approved activity outside of

normal contract time.

3. The individual satisfactorily completes the approved activityand renders at least one month's service (20 working days) in aGeorgia public school system.

4. The approved activity is a college-credit course offered by aregionally accredited institution or an approved SDU course.

(i) Stipends for SDU courses shall be based on clock-hourscompleted during the preparation phase; however, the requirement ofon-the-job performance verification for an SDU course shall be met

before a stipend is awarded.

5. The system shall enter into a formal agreement with eachrecipient, specifying the amount of stipend, type of study, number

of credits and need being addressed.

(b) Transfer of Stipend. If an individual participates in astipend program but transfers to another system before being paidthe stipend, the following steps shall be taken to receive the

stipend.

1. The recipient shall inform the staff development coordinator of

the former school system that the recipient is leaving that system.

2. The recipient shall inform the staff development coordinator of

the new school system of approval to receive a stipend and shall

provide the staff development coordinator with a copy of the stipend

agreement or contract.

3. Once the recipient has met all conditions, the staff developmentcoordinator of the employing (new) school system shall provide

160-3-3-.04 (Continued)

documentation to the staff development coordinator of the formerschool system and request that a check be sent to the recipient.

4. The system that granted the stipend shall be responsible forany records and reports required by the department for documentingdisbursement of the stipend funds.

(c) Professional Development Plan. In order for personnel inthe specific needs development category to be eligible for aprofessional development stipend, a professional development planshall be developed and designed according to requirements of theannual evaluation program (Rule 160-3-1-.11, Annual Evaluation ofProfessional Personnel).

(d) Stipend Restrictions. No Professional Development Stipendsshall be awarded to individuals for participation in the followingactivities.

1. Revising or writing curriculum.

2. Reviewing or selecting textbooks.

3. Educational or professional travel.

4. Professional conferences.

5. Correspondence and independent study courses.

6. Enhancement staff development activities.

7. Serving on school/system committees or performing task(s) forthe system.

(e) Use of Funds. Local school systems shall expend at least85 percent of Professional Development Stipend funds for stipends,including employee benefits. Fifteen percent of these funds may beexpended for the regular staff development program. *

(f) Stipend Awards. Stipends shall be awarded at the rate of$150 per quarter hour of credit or its equivalent. *

1. School systems may award stipends for less than the credithours actually completed, provided such awards are inone-quarter-hour multiples or their equivalents.

2. No stipend shall be awarded for less than one quarter hour (oneSDU or semester hour) or for more than 15 quarter hours (15 SDUs,nine semester hours) within the fiscal year.

(g) Stipend Withholding. Local school systems shall withholdFICA and federal and state income tax. The employer's portion of

6

* For FY 93, the General Assembly removed the fifteen percent capand changed the PDS rate to $100 per credit.

160-3-3-.04 (Continued)

FICA and medicare deductions are allowable charges to stipend

funds. Stipends are not subject to teacher retirement withholding.

(4) CERTIFICATION RENEWAL THROUGH STAFF DEVELOPMENT.

(a) Certification Renewal Plan. A local school system or any

public or private agency may submit a certification renewal plan to

the department for review and approval. Plans for certification

renewal shall include the following criteria.

1. A list of student goals and corresponding educational

improvement practices toward which certification renewal will be

directed.

(i) A non-school system applicant shall present a process for

ensuring that the objectives of the certification renewal plan are

consistent with the local system's goals and improvement objectives

before individuals are allowed to participate for credit.

2. Procedures for conducting both external and self-assessment of

education personnel.

3. Criteria and procedures for giving prior approval for an

individual or group to participate in activities for certification

renewal credit.

4. Components of each activity planned for certification renewal

credit.

(i) Student goals being addressed.

(ii) Improvement practices to be implemented.

(iii) Competencies to be demonstrated with associated performance

indicators identified.

(iv) Preparation plans (when, who, how and where).

(v) On-the-job performance verification procedures (when, who and

how) or mastery verification procedures including a rationale

explaining why mastery verification is being used.

5. Procedures of the staff development advisory committee

appointed by the local board of education or superintendent.

(i) A non-school system applicant shall present a process for

having prior approval for each individual's participation by the

local system superintendent or designee, rather than a local

committee.

6. Criteria and procedures to verify that the individual has

completed the preparation phase at an acceptable level.

7

).)

160-3-3-.04 (Continued)

7. Procedures for conducting an objective on-the-job performanceverification over an adequate period of time regarding thedemonstration of competencies set forth in the individual or groupcertification renewal plan or procedures for conducting an objectivemastery verification.

8. Designation of a local school system person with a minimum of amaster's degree to coordinate the program for certification renewal.

9. Criteria and procedures for recommending individuals to thedepartment for certification renewal credit.

10. A description of records and record keeping system toadequately document and verify recommendations to the department forcertification renewal credit.

11. Procedures for participant appeals.

(b) Single Program Exemption. To obtain approval for a singleprogram proposal, the local school system shall not have to complywith Criterion 1 and 5 above. There shall be compliance with allother criteria.

(c) Contact Hours. The minimum for one training activity shallbe 10 contact hours (one SDU). Training activities for more thanone SDU shall be in multiples of 10 contact hours. No more thaneight contact hours of instruction shall be conducted per day with amaximum of 4 SDUs earned per week.

1. Only time spent during the preparation phase shall count ascontact hours.

(5) Staff Devlopment Program in the Identification and Educationof Children with Special Learning Needs.

(a) Staff development programs in the identification and educationof children with special learning needs that are submitted to thedepartment for review and approval shall contain the following.

1. Specific objectives.

2. Identification of competencies needed by educational personnelin working with children with special learning needs in all areas ofexceptionality.

3. Strategies for teaching children with special learning needs.

4. Identification of the kind and number of education personnel tobe trained.

5. Description of instructional materials and resources to be used.

8

6.)

160-3-3-.04 (Continued)

6. Identification of person(s) conducting the staff developmentprogram and evidence of expertise in the area of special education.

7. Program agenda provides for 50 clock hours of instruction.

8. Procedures for verifying successful completion of program onform provided by the department.

Authority O.C.G.A. §20-2-167(a)(3); 20-2-182(g); 20-2-200;20-2-201(a); 20-2-210; 20-2-230; 20-2-231(c); 20-2-232.

Adopted: May 14, 1992 Effective: June 1, 1992

Cross Ref.: 160-3-1-.11 (Annual Evaluation of ProfessionalPersonnel)

State Standards: B 1, G 11.1DOE: Office of Instructional Services

Division of Program Development

Georgia Department of EducationOffice of Instructional Services

Division of Program DevelopmentStaff Development Services Unit

Comprehensive Staff Development ProgramFiscal Year 1993

Information Sheet

Each school system is required to develop an annual comprehensive staff development plan andto submit that plan to the Georgia Department of Education for review and approval. This planmust consider the needs of all school system personnel, both certified and noncertified.

Please referto Georgia Board of Education RULE 160-3-3-.04 PROFESSIONAL DEVELOPMENTOPPORTUNITIES in developing the local school system's Comprehensive Staff DevelopmentPlan for FY 93. The priorities for both the staff development program and for the selection ofparticipant activities for professional development stipend may be found on the back of theassurance page.

Important, please note. For FY 93 , the General Assembly changed the amount awarded forProfessional Development Stipends (PDS) from $150 per quarter hour of credit or itsequivalent (SDUs) to $100. The General Assembly also approved the use of ProfessionalDevelopment Stipend funds for regular staff development purposes above the 15 percent cap(see attached Budget Information sheet).

An original and one copy of the attached Comprehensive Staff Development Plan application andbudget are due to the department June 15, 1992. Two copies of amendments to theComprehensive Plan for Staff Development should be submitted for any new staff developmentprogram descriptions, for staff development program description amendments when there aremajor changes in the objectives of staff development programs and for budget amendments whenthere is a 20 percent deviation between object classes on the Staff Development Report of Fundssheet.

The application and budget must be submitted to the following address:



1862 Twin Towers EastAtlanta, Georgia 30334-5030



Comprehensive Staff Development Plan ApplicationFiscal Year 1993

School System Name and Code Staff Development Coordinator

City

Telephone Number

Assurances

A board of education policy has been adopted that provides for the preparation andimplementation of a Comprehensive Plan for Staff Development according to the rules of theGeorgia Board of Education.

A staff development advisory committee has been appointed by the superintendent and iscurrently performing its assigned duties.

The school system has the services of a staff development coordinator.

Administrative procedures have been adopted which bring together all staff developmentplanning activities in the school system.

The school system has assessed and will address individual and instructional needsaccording to the established state priorities.

This Comprehensive Staff Development Plan has been developed in unanimity with theBoard of Education RULE 160-3-3-.04 PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

The school system will provide an accounting procedure of state funds according to therequirements in the Georgia Financial Accounting Handbook for Local School Systems.

The school system will develop and conduct an annual summative evaluation of itscomprehensive staff development program.

Superwmendant Chanman, Board of Education

ore

63

DE Form 063eRe.. &Airs, 1997

Georgia Department of Education

Approved Ust of Priorities for Staff Development for FY 93

School system administrators mustfirst select participant activities according tothe following order

of priorities. Needs of

1. Board Members

2. Personnel who are in the induction stage of professional development

3. Personnel who are in the specific needs development stage of professional development, and

4. Personnel resulting from evaluations of effectiveness of instructional programs

School system administrators then may select participant activities from among the following

priorities. Needs of

Personnel who are integrating higher order thinking skills into the content areas

Leadership personnel who are implementing the Annual Evaluation Programs

Personnel who are implementing the Quality Core Curriculum

Personnel who are in the enhancement stage of professional development

Noncertified personnel, and

Education personnel that relate to education programs and requirements mandated by QBE.

Approved Ust of Priorities for Professional-Development Stipends for FY 93

School system administrators shall select participant activities for stipends from among thefollowing priorities. Needs of

Education personnel who are integrating higher order thinking skills into the content areas

Education personnel who are implementing the Quality Core Curriculum

Education personnel in the induction stage of professional development

Education personnel in the specific needs development stage of professional development

Leadership personnel who are implementing the QBE Annual Evaluation Program

Personnel resulting from evaluation of effectiveness of instructional programs, and

6Education personnel that relate to education programs and requirements mandated by QBE.

c(See Instructions On Back)

Georgia Department of EducationStaff Development Program Description FY 93

A. School System:

B. Program Title:

C. Need Area(s):Professional Development: Induction Specific Needs Enhancement

Instructional Effectiveness: General Education Special Education

Remedial Education Instructional Support

D. Professional Development Stipends: Yes No

E. Credit (College or SDU): Yes No

F. Number of Participants:Certified Teaching Leadership Service

Noncertified

School Board Members

G. Training Agencies: LEA RESA IHE SDE GLRS

Other (Specify)

H. Objectives:

I. Activities:

e.;Par1/41____

OE F01111 MOSAn, Match 1902

J

Directions for Completing Program Description Sheet

Using the format provided on the front, complete a description sheet for each program offered toschool personnel during FY 93. Program Description sheets must be submitted with thecomprehensive plan for all programs planned for FY 93. Please describe each program accordingto the following items:

A. School System -- Provide the name of the school system.

B. Program Title -- Provide a descriptive name for the program.

C. Need Areas -- Check the item(s) that describes the need(s) for the program.

D. Professional Development Stipends -- Check whether the program includes activitiesthat are approvable for participants to receive professional development stipends.

E. Credit -- Indicate if the program activity carries SDU or college credit.

F. Number of Participants -- Estimate the number of program participants in all appropriatecategories.

G. Training Agencies -- Check the training agencies that will be conducting the activities inthis program [school system (LEA), regional educational service agency (RESA), institutionof higher education (IHE), state department of education (SDE), Georgia Learning Re-sources System (GLRS) and other (specify)].

H. Objectives -- What is to be accomplished? (Use additional pages if necessary.)

I. Activities -- What has been planned so that objectives may be attained? (Useadditional pages if necessary.)

See Instructions on Back

Georgia Department of Education

I. Staff Development / II. Professional Development Stipend

Report of Funds for FY 93

School System System Code

Original Budget Amendment Number For Fiscal Year Ending June 30, 1993

I. State Allotted Staff Development (Cost of Instruction) Funds $

Expenditure Description Fund Code(100-1210-2210-)

Expenditure Amount

Substitute Teacher Salaries 110

Employee Benefits (Employer Costs) 200_.

Purchased Professional Services 300

Travel For Employees 580

Training Materials and Supplies 610

Purchase of Computer Software 612

Purchase of Expendable Equipment 615

Books (Except Textbooks) / Periodicals 642

Purchase of Equipment 730

Purchase of Computers 734

Registration Fees 810

Approved College Course Costs 890

Other Expenditures (Identify)

Total Staff Development Expenditures(*Includes any funds transferred from PDS)

t$

II. State Allotted Professional Development Stipend Funds

Expenditure DescriptionFund Code

(100-1220-2210-)Expenditure Amount

Professional Development Stipend 116

Employee Benefits (Employer Costs) 200

Transferred to Staff Development Funds* (Cost of Instruction)

Total Professional Development Expenditure S

OE Farm Oa

4v Mrtn 16,c'e

67

QBE Staff Development Program FY 93Budget Information Sheet

I. Staff Development (Cost of Instruction) Report of Funds

The attached Staff Development Report of Funds budget sheet is provided to assist schoolsystems in reporting the areas of expenditures needed for operating staff development programsfrom this fund source. 100 percent of your school system's budgeted "Staff Development" fundsmust be used to support your school system's staff development program. Not less that 90percent of these funds must be used to support staff development programs for all schoolsystem personnel, including local school board members and may be expended for the following

items:1. Release time for teachers to participate in staff development activities2. Purchased professional and technical service fees and expenses for instructors and consultants

Note: Expenditures for professional and technical services provided by non employees should

be designated on the budget page as purchased professional services (300). Expendituresfor professional and technical services provided by employees outside contract time should bedesignated on the budget page as other expenditures. Identify and provide fund code.

3. Travel for staff development purposes4. Instructional equipment and computer hardware required for a staff development program

(expendable equipment is equipment below $1000 -- fund code 615)5. Training materials, supplies, books and computer software required for a staff development

program6. Reimbursements paid for the following expenditures of persons who have successfully

completed an approved conference, workshop or course:a. registration feesb. costs of approved college courses (limited to tuition, fees and textbooks required for the

course).Not more than 10 percent of these funds, including any funds transferred from ProfessionalDevelopment Stipends may be used for administration cost(s) and other expenses directly

related to the delivery of staff development programs. Any expenditures identified in these areas

must be described on the attached budget sheet in the Other Expenditures category. No

professional development stipends may be awarded from these funds.

II. Professional Development Stipend Report of Funds

Your professional development stipend allocation must be budgeted on the attached sheet andadministration of these funds must be in accordance with the Board of EducationRULE 160-3-3-.04 PROFESSIONAL DEVELOPMENT OPPORTUNITIES. For FY 93, you may

transfer funds to Staff Development (Cost of Instruction) above the 15 percent cap.

III. Restrictions in the Use of Funds

1. No state allocated funds may be used to compensate individuals for the primary purpose ofobtaining an advanced degree.

2. State allocated funds may be used only to provide staff development activities that relate to

school and school system educational programs.3. No person may receive a professional development stipend and reimbursement from QBE

Staff Development (Cost of Instruction) Funds for the same course.

6u

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Georgia Department of EducationStaff Development Services Unit

FY 92 Comprehensive Staff Development Program Report

SCHOOL SYSTEM 550 CODE

I. Summary of Comprehensive Staff Development Program (7-1-91 to 6-30-92)

A. Number of Staff Development Activitiesin Comprehensive Staff Development Program

Enter the total number of staff development activities oompkited byparticipants in the comprehensive staff development program. Count SDUand college courses, conferences, seminars, and all other non-credit staffdevelopment activities. This is an gatuagitle count

B. Number of Participants in Comprehensive Staff Development ProgramEnter the total number of people who participated in the comprehensive staff development program accordingto the appropriate categories. Count SDU and college courses, conferences, seminars, and all other non-creditstaff development activities. This is a duollcate4 count of participants.

Certified

TeacherNoncertified

LeadershipSchool Board

Service Members

C. ExpenditureEnter the total amounts expended in each category.

Cost of Instruction FundsDo not include funds transferred from PDS

Professional Development Stipend FundsStipends $

Employer Costs $

Transferred to Cost of Instruction $

Other Funding Sources

II. Summary of Staff Development Unit (SDU) Information (7-1-91 to 6-30-92)

A. Number of Courses for SDU CreditEnter the total number of courses for which SDU creditcould be earned by system employees regardless of

training agency. This is an unduollceted count of courses.

IIIB. Number of Participants in Courses for SDU CreditEnter the total number of participants who earned SDU credit in the

courses counted in A. This is a tante count of participants.

DE Form 0225Revised April 1992 (Continued on Back)

III. Summary of Professional Development Stipend Information (7-1-91 to 6-30-92)

A. Number of Professional Development Stipend RecipientsEnter the total (unduplicated) number of PDS recipients by category.

Regular Instructional Teachers

Special Education Teachers Administrators

Vocational Instructional Teachers

Student Services Personnel

B. Number of Courses (PDS recipients only)Enter the total number of PDS courses completed by all recipients in eachcategory. This duplicated total should gsgalsulsolg the total in ill ,A.

SDU Courses

College Courses

C. Numbers in Areas of Assessed Needs (PDS recipients only)Enter the total needs that were addressed in each category. Count only one need per recipient

per SDU or college course. This total should 'dud the total in flu.)

Induction Special Education

Specific Needs Development Remedial Education

General Education Instructional Support

IV. Narrative Evaluation

Please attach a narrative report describing the benefits and accomplishments of the staff developmentprogram for your school system.

I certify that this is a true report of our comprehensive staff development program for FY 92.

SICINATURE OF SUPERINTENDENT OR DESIGNEE DATE

The local school system should complete am submit this report no later than August 14, 1992,10 the Staff DevelopmentServices Unit, Georgia Department if Education, 1862 Twin Towers East, Atlanta, Georgia 30334-5030.

If there are any questions, please call the staff development office at 404-656-2433.

7

FY 92 Comprehensive Staff Development Program Report

Example Infomation

Name of StaffDevelopment

ParticipantCategory ofParticpant

Type of StaffDevelopment

Activity *

ProfessionalDevelopmentStipend (Y/N)

Area of AssessedNeed

Participant #1

RegularInstructionalTeacher

SDU Activity ASDU Activity BSDU Activity C

Y e sYesYes

General EducationGeneral EducationInduction

Participant #2RegularInstructionalTeacher

SDU Activity DCollege Course 1

College Course 2

N oYesYes

General EducationSpecific NeedsSpecific Needs


SDU Activity ASDU Activity [3

College Course 3

N oN oYes

Remedial EducationInductionInduction


SDU Activity CSDU Activity D

YesY e s

Remedial EducationRemedial Education

Participant #5SpecialEducationTeacher

SDU Activity ACollege Course 4

SDU Activity B

YesN oYes

Special EducationSpecial EducationInduction

Participant #6SpecialEducationTeacher

SDU Activity CCollege Course 5

SDU Activity D

YesYesY e s

Special EducationSpecial EducationGeneral Education

Participant #7

VocationalInstructionalTeacher

SDU Activity E

SDU Activity F

SDU Activity G

N oYesN o

General EducationInductionInduction

Participant #8VocationalInstructionalTeacher

SDU Activity 13

SDIJ Activity D

SDU Activity 11

Y e sY e sN o

General EducationGeneral EducationGeneral Education

Participant #9VocationalInstructionalTeacher

SDU Activity CCollege 'Course 6SDU Activity D

YesYesYes

General EducationGeneral EducationGeneral Education

Participant #10StudentServicesPersonnel

SDU Activity G

SDI I Activity I

College Course 7

N oYesN o

Instructional SupportInstructional SupportInstructional Support


SDU Activity GSDU Activity I

College Course 8

Y e sN oYes

Instructional SupportInstructional SupportInduction


SDU Activity GCollege Course 9College Course 10

Y e sYesN o

Instructional SupportInductionInduction

Participant #13Administrator SDU Activity I

College Course IIYesN o

General EducationInduction

Participant #14Administrator

College Course 12 Yes Induction

Participant #15N on ce rt i fi edPerson n e I

Workshop a

Workshop b-- ---

Participant #16Noncerti ficdPersonnel Workshop b --- ---

Participant #17SchoolBoa rdMember

Workshop c --- - --

StaffDevelopment

(Cost ofInstruction)Expenditure

S 6 0 0 0

Transferred Total Staff Stipends S8500 Other Fundingto Cost of Development SourcesInstruction Ex pe n d i tu re, Employer Costs $ 3 0 0 0

S 1 5 0 0 S 7 5 0 0 ( ,'.) $ 8 0 0

r* Capital letters and numbers represent individual SDU and college courses. Small letters represent)...,t......

Georgia Department of Education fxgropt6 arniatiOn4heet

Data on this she*is'based ccompanyingExample

Staff Development Services UnitFY 92 Comprehensive Staff Development Program Report

ABC County School System 000SCHOOL SYSTEM AND CODE

I. Summary of Comprehensive Staff Development Program (7-1-91 to 6-30-92)

A. Number of Staff Development Activitiesin Comprehensive Staff Development Program 25

Enter the total number of staff development activities completed byparticipants in the comprehensive staff development program. Count SDUand college courses, conferences, seminars, and all other non-credit staffdevelopment activities. This is an unduplicated count.

B. Number of Participants in Comprehensive Staff Development ProgramEnter the total number of people who participated in the comprehensive staff development program accordingto the appropriate categories. Count SDU and college courses, conferences, seminars, and all other non-creditstaff development activities. This is a duplicated count of participants.

Certified

26 Teacher

3 Leadership

9 Service

C. ExpenditureEnter the total amounts expended in each category.

3 Noncertified

1

Cost of Instruction Funds 6,000Do not include funds transferred from PDS

Professional Development Stipend FundsStipends $ 8,500

Employer Costs $ 800

Transferred to Cost of Instruction $ 1,500

Other Funding Sources 3,000

School BoardMembers

II. Summary of Staff Development Unit (SDU) Information (7-1-91 to 6-30-92)

A. Number of Courses for SDU Credit 10

Enter the total number of courses for which SDU creditcould be earned by system employees regardless of

training agency. This is an unduplicated count of courses.

B. Number of Participants in Courses for SDU CreditEnter the total number of participants who earned SDU credit in the

courses counted in A. This is a juDlicated count of participants.

DE Form 0225-Revised Apiil

26

(Continued on Back)

III. Summary of Professional Development Stipend Information (7-1-91 to 6-30-92)

A. Number of Professional Development Stipend RecipientsEnter the total (unduplicated) number of PDS recipients by category.

4

2

3

Regular Instructional Teachers

Special Education Teachers

Vocational Instructional Teachers

3 Student Services Personnel

2 Administrators

B. Number of Courses (PDS recipients only)Enter the total number of PDS courses completed by all recipients in eachcategory. This duplicated total should equal or exceed the total in ILA.

18 SDU Courses

8 College Courses

C. Numbers in Areas of Assessed Needs (PDS recipients only)Enter the total needsper SDU or college

that were addressed in each category. Count only onecourse. This total should equal the total in III.B.)

need per recipient

7 Induction 3 Special Education

2 Specific Needs Development 2 Remedial Education

9 General Education 3 Instructional Support

IV. Narrative Evaluation

Please attach a narrative report describing the benefits and accomplishments of the staff developmentprogram for your school system.

See Attached Sheet

I certify that this is a true report of our comprehensive staff development program for FY 92.

Dr. John Smith 8/ 14 / 92

SIGNATURE OF SUPERINTENDENT OR DESIGNEE DATE

The local school system should complete and submit this report no later than August 14, 1992,to the Staff DevelopmentServices Unit, Georgia Department of Education, 1862 Twin Towers East, Atlanta, Georgia 30334-5030.

If there are any questions, please call the staff development office at 404-656-2433.

77

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Orlich, D. (Ed.). (1988). A handbook for staffdevelopment. Olympia: Washington StateStaff Development Council.

Pajak, E. (1989). The central office supervisorof curriculum and instruction: Setting thestage for success. Boston: Allyn and Bacon.

Pajak, E. (1992). A view from the centraloffice. Supervision in Transition: 1992 Yearbook.Alexandria, VA: Association for Supervisionand Curriculum Development.

Pink, W. (1989). Effective staff developmentfor urban school improvement. Paper presentedat American Educational Research Associationannual meeting.

Purkey, S., & Smith, M. (1985). Schoolreform: The system policy implications of theeffective school literature. The ElementarySchool Journal, 85(3), 353-389.

Purkey, W. & Novak, J. (1984). Invitingschool success. Belmont, CA: WadsworthPublishing Co.

Resnick, L., & Klopfer, L. (Eds.). (1989).Toward the thinking curriculum: Currentcognitive research. 1989 ASCD Yearbook.Alexandria, VA: Association for Supervisionand Curriculum Development.

Rosenholtz, S. (1989). Teachers' workplace:The social organization of schools. New York:Longman.

References

Ryan, R. (1987). The complete inservice staffdevelopment program: A step-by-step manualfor school administrators. Englewood Cliffs,NJ: Prentice-Hall.

Sarason, S. (1972). The creation of settingsand the future societies. San Francisco:Jossey-Bass.

Sarason, S. (1989). The predictable failure ofeducational reform: Can we change coursebefore it's too late? San Francisco: Jossey-Bass.

Saxl, E., Lieberman, A., & Miles, M. (1987).Help is at hand: New knowledge for teachersas staff developers. Journal ofStaffDevelopment,8(1),7 -11.

Saxi, E., Miles, M., & Lieberman, A. (1989).Assisting change in education: A trainingprogram for school improvement facilitators.Alexandria, VA: Association for Supervisionand Curriculum Development.

Schlechty, P. (1990). Schools for the 21stcentury. San Francisco: Jossey-Bass.

Schlechty, P. (1991, September). Interviewwith Dennis Sparks, The Developer, 1, pp. 5-7.

Shelve, L., & Schoenheit, M. (Eds.). (1987).Leadership: Examining the elusive. 1987ASCD Yearbook. Alexandria, VA: Associationfor Supervision and Curriculum Development.

Sirotnik, K. (1987). The school as the centerof change (Occasional Paper No. 5). Seattle,WA: Center for Educational Renewal.

Sousa, D. (1991). A self-assessment guide forstaff developers. Oxford, OH: National StaffDevelopment Council.

Stallings, J. (1989). School achievementeffects and staff development: What are somecritical factors? Paper presented at AmericanEducational Research Association annualmeeting.

Stringfield, S., Billig, S., & Davis, A. (1991,April). Implementing a research-based modelof Chapter I program improvement. Phi DeltaKappan, 72, 600-606.

Tye, K. (Ed.). (1990). Global education:From thought to action. 1991 ASCD Yearbook.Alexandria, VA: Association for Supervisionand Curriculum Development.

Wilbur, F., Lambert, L., & Young, M.(1988). School-college partnerships A lookat the major national models. Reston, VA:National Association of Secondary SchoolPrincipals.

Wood, F. (1989). Organizing and managingschool-based staff development. In S.Caldwell (Ed.), Staff development: A handbookof effective practices (pp. 26-43). Oxford, OH:National Staff Development Council.

Wood, F., Thompson, S., & Russell, F.(1981). Designing effective staff developmentprograms. In E. Dillon-Peterson (Ed.), StaffDevelopmentlOrganizational Development.Alexandria, VA: Association for Supervisionand Curriculum Development.

LResources not listed among references

Education Week. Published 40 times per yearby Editorial Projects in Education, inc., 4301Connecticut Ave., NW, Suite 250, Washington,D.C. 20008.

oReferences

Educational Leadership. Published monthlySeptember through May except bi-monthlyDecember/January by Association for Supervisionand Curriculum Development, 1250 N. PittStreet, Alexandria, VA 22314-1403.

Journal of Staff Development. Publishedquarterly by the National Staff DevelopmentCouncil, P.O. Box 240, Oxford, OH 45056.

Minnesota Department of Education.(1989). Minnesota Educational EffectivenessProgram.

Muther, C. (1991). Textbook adoption: Aprocess for decision making. Manchester, CT:Textbook Adoption Advisory Services.

Phi Delta Kappan. Published monthly, exceptJuly and August, by Phi Delta Kappa, Eighthand Union, P. 0. Box 789, Bloomington, IN 47402.

SDN Developments. Published by StaffDevelopment Network, Loyola University ofChicago, 820 N. Michigan Ave., Chicago, IL60611.

The Developer. Eight-times-per-year newsletterof the National Staff Development Council,P.O. Box 240, Oxford, OH 45056.

Update. Quarterly newsletter of the GeorgiaStaff Development Council. Council businessand brief articles on staff development practicesand concerns in Georgia.

Wittrock, M. (Ed.). Handbook of research onteaching. Fourth Edition in press. A Project ofthe American Educational Research Association.

Professional Associations

AERA American Educational ResearchAssociation1230 17th Street NW, Washington,DC 20036.

ASCD Association for Supervision andCurriculum Development125 Northwest Street, Alexandria,VA 22314, 703/549-9110.

GACIS Georgia Association for Curriculumand Instructional SupervisionDr. John C. Reynolds, ExecutiveSecretary, School of Teacher Educa-tion, University of Georgia, Athens,GA 30602, 706/542-1497.

GASCD Georgia Association for Supervisionand Curriculum DevelopmentDr. Ray Bruce, Executive Secretary,G-10 Aderhold, University ofGeorgia, Athens, GA 30602,706/542 -1343.

GSDC Georgia Staff DevelopmentCouncilDr. George Stansbury, ExecutiveDirector, Georgia State University,Box 651, University Plaza, Atlanta,GA 30303, 404/651 -2533.

IRA International Reading Association800 Barksdale Road, Newark, DE19711, 302/731-1600.

MTNA Music Teachers National Association617 Vine Street, Suite 1432,Cincinnati, OH 45202,513/421-1420.

NASA National Art Education Association1916 Association Drive, Reston,VA 22091, 703/860-8000.

NCSS National Council for the SocialStudies3501 Newark Street NW,Washington, DC 20016,202/966-7840.

NCTE National Council of Teachers ofEnglish1111 Kenyon Road, Urbana, IL61801, 217/328-3870.

NCTM National Council of Teachers ofMathematics1906 Association Drive, Reston,VA 22091, 703/620-9840.

NSDC National Staff DevelopmentCouncilDr. Dennis Sparks, 6024 BrookLane, West Bloomfield, MI 48322,313/539 -3066.

NSTA National Science Teachers Asso-ciation1742 Connecticut Avenue NW,Washington, DC 20009,202/328-5800.

PDK Phi Delta KappaEighth and Union, P.O. Box 789,Bloomington, IN 47402,812/339-1156.

SSMA School Science and MathematicsAssociation126 Life Sciences Building, Bowl-ing Green State University, Bowl-ing Green, OH 43403,419/372 -2531.

Glossary of Staff Development Terms

Competency: Knowledge, skills and attitudesneeded by personnel to satisfactorily carry outduties and responsibilities of assigned positions

Comprehensive Plan for Staff Development:The method for establishing, coordinating andmaintaining staff development programs thataddress the assessed competency needs of allschool system personnel

Contact Hours: Actual clock hours of formalinstruction received during the preparationphase of a staff development unit activity

Cost of Instruction (C01): An allocation tolocal school systems that must be used tosupport staff development programs for allschool personnel and school board members;also known as regular staff development funds

Criterion Referenced Test (CRT): Testrelated to specific learning objectives or skillsconsidered to be essential to continued academicprogress by students

Enhancement: A stage of professional develop-ment in which an individual broadens orstrengthens his or her competencies by partici-pating in learning opportunities that addressneeds identified through the state-requiredannual evaluation pr&cess or through otherschool and system evaluations

Fiscal Year (FY): State of Georgia: July 1June 30; Federal, usually October 1 -September 30

General Education: A category of educa-tional programs that encompasses all kinder-garten, elementary, middle grades, high schooland vocational education

Induction: A stage of professional develop-ment in which an individual has served threeor fewer years in a teaching, leadership orservice assignment or has accepted an assign-ment in a new field

Instructional Support: A category of educa-tional programs that has direct application toother educational program categories

Mastery Verification: An evaluation conductedduring the preparation phase to determinewhether participants have mastered the objectivesof a staff development unit (SDU) course;may be completed in lieu of on-the-jobperformance

Needs: Conditions in which actual status ofpersonnel with respect to knowledge of andperformance in their fields of employment fallshort of the level of performance desired bythe individual, supervisor or the employingorganization

Needs Based on Instructional Effectiveness:Personnel competency needs identifiedthrough evaluations of the effectiveness ofschool and school system instructional pro-grams or implementation of new or revisedprograms

Needs Based on Professional Development:Individual needs of personnel identifiedaccording to the three stages of professionaldevelopment: induction, specific needs develop-ment and enhancement

Norm-Referenced Test (NRT): Students'achievement measured against achievement ofall other students taking the test


On-the-job Performance: Performance phasefor staff development unit credit course basedon verification that the intent of the formalinstruction has been implemented on the job

Preparation Phase: Formal instructionalphase for staff development unit credit coursebased on contact hours of instruction

Professional Development Plan (PDP): Anindividual improvement plan developedduring the annual evaluation process thatincludes specific objectives, activities, timelineand criteria for measurement of progress

Professional Development Stipends (PDS):Funds awarded to qualified, certified personnelfor having successfully completed formaleducational opportunities for needs categorizedas induction, specific need, or instructionalprogram occurring at any time during thefiscal year outside an employee's normalcontract hours and for which either staffdevelopment units (SDUs) or college creditsearned in a regionally-accredited institutionare awarded

Program Evaluation: The determination ofoverall effectiveness of staff developmentactivities; includes formative and summativeassessments.

Quality Basic Education: Educational reformact passed by the state of Georgia in 1985;effective on July 1, 1986

Quality Core Curriculum (QCC): Mandatedby QBE and based on the 76 competencies inQBE, QCC defines objectives for the 13subject areas specified for students in gradesK-8 and the 9-12 course offerings studentsmay take to complete precollege, vocational orgeneral programs of study

Remedial Education: A category of educa-tion programs that includes opportunities forstudents to overcome their deficiencies ineducation achievement; includes all suchprograms funded by local, state and federalsources

Southern Association of Colleges andSchools (SACS): Nonprofit, nongovernmentalorganization devoted to assisting schools inself-improvement efforts; accredits public,parochial and proprietary elementary, middle,secondary and postsecondary institutions

Special Education: A category of educationprograms that encompasses all education programsfor exceptional children, including the gifted

Specific Needs Development: A stage ofprofessional development in which an individualhas deficiencies or other needs as identifiedthrough the state- required annual evaluationprocess

Staff Development: Formal educationalopportunities that are offered to personsthrough the approved comprehensive plan

Staff Development Advisory Committee: Arepresentative committee that advises andassists the system coordinator in the assessmentof needs, determination of priorities, contentof activities, evaluation of the program andmodification of plans

Staff Development Coordinator: The systemsuperintendent or designee whose job descriptionincludes detailed responsibilities and functionsfor administering, coordinating and directingthe local staff development program

0


Staff Development Unit (SDU): Unit ofcredit for courses based on 10 contact hours offormal instruction per unit credit (preparationphase) and on verification that the intent of theformal instruction has been implemented onthe job (on-the-job performance phase) or onmastery verification conducted during thepreparation phase

Teacher Competency Test (TCT): Criterion-referenced tests validated to be job-related andto reflect minimum content knowledge incertification areas for teaching, leadership andservice certified educators

Distance Learning Resources for Staff Development

Contact Information

Satellite Educational Resources Consortium (SERC)Joey Baughman

Georgia Department of Education1862 Twin Towers EastAtlanta, Georgia 30334

(404) 656-5957These courses are offered at no charge to each Georgia school district. You will needto contact the producero f each staff development course or SERC to obtain the necessary

printed material which may accompany a particular staff development offering.

KET Star Channels Professional SeminarsContact:

Valinda EnsslinKentucky NetworkEnterprise Division

Suite 2132230 Richmond Road

Lexington, Kentticky 40502-1311(800) 354-9067

TI-IN Network Staff DevelopmentSandra La Plate

Educational ConsultantP. 0. Box 397

Flowery Branch, Georgia 30542(404) 967-6568

(800) 999-8446 (Corporate Office)Voice Mail #906

Please Note:

SERC STAFF DEVELOPMENTTentative Schedule 19924993

AR Staff Development offerings are subject to (mailman:.Smell* transponder, and midiolsidge information will beprovided with confamation of registration. Call the SERCHotline et 1.400476-9321 for mare byfornituion, oe so register.

Date/s Time-Eastern Houtz Mile

1992

Sept. 22, Oct 6, 20, Nov. 3, 17, Dec. $ 4:30-5:30 PM 6 New Techniques and Technologies for Teaching Frenchi

Sept 30, Oct. 14, 28, Nov. 4, 18, Dec. 2 4:30.5:30 PM 6 Bilingual Education and ESL for the Year 2000

Oct 6, 13, 20, 27 4:304:00 PM 6 Telecommunications Enhancing Science Teaching (T.ES.T.)Module 1 Properties and States of Matter

'

Oct. 7, 14, 21 4:30-6:30 PM 6 Relationships in Environmental Education

Oct. 8, 22, Nov. 5, 19 4:30-6:00 PM 6 Computer Interaction in Secondary Mathematics

Oct. 13, 27, Nov. 10 4:30-6:30 PM 6 Emerging Technologies and Their Use in the Classroom

Oct. 21 4:304:30 PM 2 Schools, Museums, Art, and Children: A Dialogue of States

Nov. 3, 10, 17, Dec. I 4:30.6:00 PM 6 T.E.S.T. Module * 2 Water and Water Cycles *

Nov. 4, 11, 18 4:30-6:30 PM 6 Family Friendly Schools: The Parent/Teacher Partnership I

Dec. 2, 9, 16 4:30-6:30 PM 6 Establishing Formal Community/School Relationships ,

1993,

Jan. 12, 19, 26, Feb. 2 4:30-6:00PM 6 T.ES.T. Module * 3 Weather and Climate *

Jan. 13, 20, 27 4:30-6:00 PM 45 Integrating Anatomy and Phytiology into the BiologyClassroom

Jan. 13, 20, 27 4:30-6:30 PM 6 Mathematics Enrichment

Feb. 3,10, 17 4:30-6:30 PM 6 Developing Effective Tech-Prep Programs to EnhanceStudents' Technical and Academic Skills

Feb. 9, 16, 23, Mar. 2 4:30-6:00 PM 6 T.ES.T. Module * 4 Light and Sound *

Feb. 10, 17, 24 4:30-6:30 PM 6 Demonstrations and Concepts for Physics Teachers

Mar. 9, 16, 23, 30 4:30-603 PM 6 From Student to Teacher The Field Experience

Mar. 10, 17, 24 4:30-6:30 PM 6 Severe Weather and Climatology

Mar. 10,17, 24 4:30-6:30 PM 6 Helping Teachers Change from Jr. High to Middle LevelSchools

Mar. 18 12:00-1:00 PM 1 Electronic Reid Trip *1 The State of the River'

Mar. 18, 25, Apr. 1 4:304:00 PM 43 Teaching Writing

Apr. 21, 28, May S 4:30-630 PM 6 Expanding Horizons for K4 Students through MulticulturalLiterature

Apr. 21, 28, May 5 4106:30 PM 6 Interactive Television and Technology in Science - The rnModel

May 20 12:00-1:00 PM 1 Electronic Field Trip #2 'Down by the Bar

Ammmoympin* If interested, papaw call Jcey Baughman at (404) 656-5957. U;)

BEST COPY AVAILABtr

SERVES...NEW TECHNIQUES AND TECHNOLOGIES

FOR THE I'FACHING OF FRENCH IN NORTH AMERICA

4:30 - 5:30 PM ET September 22,October 6, 20, November 3,17, December 8,1992

This six - hour series will be produced by Louisiana Public Broad -(-acting in cooperation with the governments of France and Belgium andwith the Ouachita Parish Multi-Purpose Community Action Program.

Program # 1 Will feature an in-depth look at the Louisiana HeadStart French program, currently the only one of itskind in the United States. Patrick Robinson theExe.cutie Director of the Ouachita Parish program,and Dr. Carlos Fandal, head of the Foreign Lang-uage Department at Northeast Louisiana Universitywill serve as presenters for this session.

Program # 2 Focuses on the ccriamunicatice method SPIRALE*. Dewloped by educational experts inBelgium, this method is used extensively in teaching French at the elementary level inLouisiana A major presenter will be Elaine Levaque of the French community of Belgiumin Loiliciaria. There will also be a classroom segment on videotapes with Freddy DePuesat Beechvood Elementary School in Baton Rouge.

Program # 3 WM feature LPBt series, THE ABC'S OF FRENCH, currently used as a supplement inthe teaching of French at the upper elementary level (grades 4-6). Richard Guidry, ForeignLanguage Supervisor for the Louisiana Department of Education and Christine Renaud,a master teacher in the East Baton Rouge Parish will demonstrate.

Program # 4 Features the use of the interactive data system known as "MINITEL' and its use in middleand secondary French classrooms. It will be co-sponsored by the Cultural French ServicesProgram.

Program # 5 Will illustrate that the French culture reaches beyond France. This segment featuresinterviews with four foreign teachers of French, from Belgium, Quebec, Africa and a nativeFrench-speaker from Louisiana.

Program # 6 Will profile the French education project based at Louisiana State University. Dr. RobertLafayette, Coordinator and Professor of Applied Linguistics and Annette Tamuly, linguisticsattaché for the French Consulate in New Orleans will sere as guest presenters.

Individual Site Fee 5240.00 (District /State piarhase also available)

To Register: Call the SERC Hotline at 1400-476-5001

SERC resents the tight to anti any offering based upon insufficient enrollment. All SERC Staff Development offerings will beavailable on Ku Band. Satellite, transponder, and telephone interaction information will be provided with confirmation of registration.

Funding for SEX Serves is plaided by the Corporation for Public Bmsdasting

io.

SERVES...BILINGUAL EDUCATION AND ESL FOR THE YEAR 2000

450 - 530 PM ET September 30, October 14, 28, November 4,18, December 2,1992

This six-part series for teachers and administrators, produced byLouisiana Public Broadcasting, assesses the impact of the six nationalgoals on the teaching of English to students and adults. Pre-school toadult educational programs will be featured.

Program # 1

Guest Presenter.

Program # 2

Guest Presenter:

Program # 3

Guest Presenter.

Program # 4ProposedPresenter.

Program # 5Guest Presenter.

Program * 6

Guest Presenter.

Pre-School Bilingual Education/ESL Programs forEarly InterventionMichela C Penny-VelasquezEducation Associate, InterculturalDevelopment Research Association, San Antonio,Texas

Dropout Prevention Strategies for English LearningSecondary StudentsHal T. 'FranMultifunctional Resource Center 8, Norman,Oklahoma

Standardized Tests and Test Taking Strategies forEnglish Learning StudentsCecelia Navarette, Ph.D.Assistant Director, Evaluation Assistance Center-West, Albuquerque, New Mexico

41:4,

NEW YOR

Teaching Content Areas of Math and Science to English Learning Students

Alejandro GallardFlorida State University

A Native Language Approach to ESL in Adult literacyLiz GarzaSenior Associate, Intercultural Development Research Association, San Antonio, Texas

Racism and Ethnocentrism as it Relates to Violence, Educational Faure, Teen Pregnancyand DelinquencyBrenda RodriguezTrainer, Title VII, Midwest Multifunctional Resource Center, Area 5

Individual Site Fe= S240.00 (District/State purchase also atailabk)

To Register: Call the SERC Hotline at 1-800-476-5001

SERC reserves the tight to cancel any offering based upon insufficient enrollment. All SERC Staff Development offerings will be 'sellableon Ku Band. Satellite, transponder and telephone interaction information will be provided with confirmation of registration.

Funding for SERC SERVES is provided by the Corporation for Public Broadcasting.

SERVES...

TELECOMMUNICATIONS ENHANCINCING SCIENCE TEACHING: ME.SX

4:30 - 6:00 PM Eastern Time

The New Jersey Institute of Technology, inconjunction with the New Jersey Network,willoffer a series of discrete science curriculummodules consisting of fouc 90 minute workshopsaimed at enhancing elementary science teaching.Teachers will use kits supplied by the producers toperform hands-onscience experiments andexplore collaborative learning techniques for theclassroom.

A

Module # 1: - PROPERTIES AND STATES OF MATTER October 6, 13, 20, 27,1992

Module # 2: - WATER AND WATER CYCLES November 3, 10, 17, December 1,1992

Module # 3: - WEATHER AND CLIMATE January 12,19, 26, February 2, 1993

Module # 4: - LIGHT AND SOUND February 9,16, 23, March 2,1993

Individual Site Fee $240.00per module (Disvict/Statepurchasealsoavailable)

Science Resource Kits: $ 25.00 per module, per site

Total Kit Cost: $100.00


SERC menu the right to cancel any offering based upon insufficient enrollment. All SERC Staff Dew-lament offerings will beavailable on Ku Sand. Satellite, transponder, and telephone interaction information will be provided with confirmation ofsegistration.


SERVES...

EXPERIENCING RELATIONSHIPS IN ENVIRONMENTAL EDUCATION

4:30 - 6:30 PM El' October 7, 14, 21, 1992

These workshops will emphasize a 'hands on"approach to environmental studies which K-12teachers can immediately incorporate into theirrlaccrooms.

Program # 1 " Conversations with the Soil "

Professor Francis Hole, of theDepartment of Soil Science andGeography at the University ofWisconsin, will illustrate uniqueand innovative techniques tohelp students learn about soiltypes and erosion.

411111111111

Program # 2 "Transformative Education in an Integrated Elementary Social Studies Curriculum"

Professor Herbert Martin of the University of California in Sacramento, will beobserved as he works with students in an actual class. Symbolic thinking and theuse of the Native American Medicine Wheel are included.

Program # 3 " Meeting Myself Coming Around Corners "

This program will feature Ben Logan, author of "The Land Remembers - TheStory of a Farm and its People". The workshop will focus on the influence of theland on the creative process.

This series is a cooperative effort among Wisconsin Public Telecommunications for Education , adivision of the Wisconsin Educational Communications Board, the Wisconsin Department of PublicInstruction and the University of Wisconsin - Extension and participating University of Wisconsininstitutions.

Individual Site Fee: $240.00 (District/Stare purchase also available)


SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Development offeringswill be available on Ku Band. Satellite, transponder, and telephone interaction information will be provided withconfirmation of registration.


COMPUTER INTERACTION IN SECONDARY MATHEMATICS

4:30 - 6:00 PM Eastern TimeOctober 8,

November 5, 19, 1992

5 12

Stevens Institute of Technology, in collaboration with theNew Jersey Network, will provide this series of StaffDevelopment teacher training teleconferences demonstrating 3 8 6ways of enriching high school mathematics classes through theuse of computers. 4 1

Each ninety-minute teleconference will include four pre-recorded documentaryvideos of exemplary classroom experience integrating technology in mathematicsinstruction. The teleconferences will alternate use of pre-recorded material with livediscussions including classroom teachers from the documentaries, live softwaredemonstrations, plus interactive question and answer sessions with the presenters.

Individual Site Re: $240.00 (District /State purchase also available)

To Register: Call the SERC Hotline at 1. 800-476-5001

SERC reserves the tight to cancel any offering based upon insufficient enrollment. All SERC Staff Development offerinpwill be available on ku Band. Sr tellite, transponder, and telephone interaction information will be provided withconfirmation of registration.

Funding for SERC SERVES is provided by the Corporation for Public Stosidosting,

10cJ

SERVES...EMERGING TECHNOLOGIES AND THEIR USE IN THE CLASSROOM

4:30 - 6:30 PM Eastern TimeOctober 13, 27, November 10, 1992

This series of three two-hour sessionswill provide an introduction to newtechniques, and demonstration oftechniques currently available toteachers which offer new dimensionsto the delivery of instruction.

Videodisc

Instructor. Dr. Dan Brook, Mississippi State University,will discuss technologies such as CD-ROM, videodisc,video/audio capture adapters, image digitizers andother presentation products.

This series will be produced by the Mississippi State UniversityTelevision Center and theContinuing Education Department of the University of Mississippi State University.

Individual Site Fee: $240.00 (District/Stale pwrhase also available)

To Register Call the SERC Hotline at 1.800-476-5001

SERC resents the right to cancel any offering based upon insufficient enrollment. All SERC Staff Development offerings will be

available on Ku Band. Satellite, transponder, and telephone interaction information will be provided with confirmation of registration.

Funding for SERC SERVES is provided by the Corporation for Public Broadcasting

1

SERVES...SCHOOLS, MUSEUMS, ART AND CHILDREN:

A DIALOGUE OF STATES

4:30 - 6:30 PM Eastern Time October 21,1992

Panelists from North Texas and Nebraska PrairieVisions Institutes for Educators on the Visual Artswill meet to exchange comments on video lessonspresented. Audience interaction is invited in aneffort to expand the national dialogue on whatconstitutes an exemplary comprehensive artseducation.

A rich menu of teaching episodes, staff developmentevents and museum visits will be shown todemonstrate the best practice in comprehensive artethcationfor both elementary and secondary schoolsas it is being developed in Nebraska and Texas.

Panelists will include representatives of arts organizations, art teachers and art coordirutors forall school levels and administrators from both the Texas and Nebraska state schoolsystems.

This session will be produced by the Nebraska Department of Education and NebraskaEducational Television.

Individual Site Re: $ 80.00 (District/State pwrhase also awilable)

To Register Call the SERC Hotline at 1-800-476-5001

SERC =ems the right so mod any offering based upon insufficient enrollment. All SERC Staff Doeloprent offerings will be /hobble onKu Band Skate, transponde; and telephone interaction inkeniation will be plaided with confimiation ofiegaanstion.

Binding for SEAL SERVES is provided by the Corporation for Public Broadoeting.

IV',V ;

SERVES...FAMILY FRIENDLY SCHOOLS:

THE PARENT - TEACHER PARTNERSHIP

430 - 6:30 PM Eastern TimeNovember 4, 11, 18, 1992

This series of two-hour workshops will help educatorsdevelop the communication and outreach skills essentialto establishing positive, productive interaction withfamilies of students. Participants in exemplary familyinvolvement programs will share strategies and suggest practicaltechniques.

Among the presenters will be Joyce Epstein, Director of the Centeron Families, Communities, Schools, and Children Learning at JohnsHopkins University Samuel Sava, Executive Director of theNational Association of Elementary School Principals, andPatricia Henry, President of the National Parent-Teacher Association.

Program # 1 Communicating with Parents

Program # 2 Parent Volunteers in the Classroom

Program # 3 Interactive Homework

This series is a cooperative effort among Wisconsin Public Telecommunications for Education,a division of the Wisconsin Educational Communications Board, the Wisconsin Deppaartrtmmentof Public Instruction, and the University of Wisconsin - Extension and participating Universityof Wisconsin institutions.

Individual Site Fee: $240.00 (District/State pun:Jure also available)

lb Register: Call the SERC Hotline at 1-800-476-5001

SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Development offerings will be availableon Ku Band. Satellite, transponder, and telephone interaction information will be provided with confirmation of registration.


SERVES...

ESTABLISHING FORMAL COMMUNITY-SCHOOL RELATIONSHIPS

4:30 - 6:30 PM Eastern TimeDecember Z 9 16, 1992

CI WI I Ni.1

These workshops will prc"ide an intensiveview of community education fix elementaryand secondary teachers and other school personneLThey will examine activities and model programsthat encourage cooperation with local agenciesand organizations to establish formal communityeducation programs.

presenters include Dt Jack Mirtzey,Pro essor of cation, Eastern Michigan University,and author of "Community Education: Fromto Practice to Progress," James Kielsrneler, President,National Youth Leadership Council, and Barbara Gomez,Council of Chief State School Officers.

Program # 1 Successful Community Education Strategies - Demonstration andDiscussion of Models

Program # 2 Upgrading Student Volunteer Activities into Formal Youth Service

Program # Intergenerational Relationshi

This series is a cooperative effort among Wisconsin Public Telecommunications forEducation, a division of the Wisconsin Educational Communications Board, the WisconsinDepartment of Public Instruction and the University of Wisconsin - Extensionand participating University of Wisconsin institutions.

Individual Site if 5240.00 (Disdict/State purchase also available)

lb Register: Call the SERC Hotline at 1-800476-5001

SERC names the right to cancel any offering based upon insufficient enrollment. Al! SEX Staff Development offering; will beimitable on Ku Band. Satellite, transponder, and telephone interaction information will be ptwided with collimation of vegistration.

Funding for SEW SERVES is proided by the Corporation for Public Broadcasting

SERVES...TEACHING ANATOMY AND PHYSIOLOGY

IN THE BIOLOGY CLASSROOM

4:30 - 6:00 PM Eastern TimeJanuary 13, 20, 27, 1993 CO 2

Marilyn Stephens, veteran classroom andtelevision instructor at the Center for PublicTelevision at the University of Alabama, hasdesigned a series of three programs to enhancethe teaching of the human body for the first 2year biology class.

To spark student interest and participationseveral lab activities are planned andsimulated medical cases will be examined. Acrime lab will also be included in thepresentations.

Tliese sessions will be produced by the Center for Public Television in Alabama

Individual Site Fee: $180.00 (District/State purchase also available)


ZrCl

NaC1

SERC Re:enter the right to =ref any olferiRg based up cn insufficient auottrnmst All SEPC Stalf Dew-4in= offerings will be mailable on KuBand. Satellite, ti-snsconde; and aleph= interaction information will ix- prided with confirmation of registration

Funding fix SEIC SERVES it praided by the Coqxration br Public Ecockasfing.

SERVES...

KOttRoultdgoller,

VoludamiSlread III.

MATHEMATICS ENRICHMENT

56 ilmmuscci Arg4qrdr-eir

5e/Aar.re eitcsaatingt.

cr,

4:30 - 6:30 PM Eastern TimeJanuary 13, 20, 27, 1993

These three two-hour sessions willprovide both background and advancedmaterial for high school mathematicsteachers. Fibonacci numbers, curves ofconstant breadth (non-round rollers anddrilling square holes), and magic squareswill come together with such topics asCardan's formula and Ferrari's equation

2 from the traditional theory of equations.

In addition, the sessions will illustratehow today's advanced technologies suchas personal computers and hand-heldgraphics calculators relate to the topicsin question.

The instructor for this series will be Dr. Jerry Reed of Mississippi State University.

These programs will be produced by the Mississippi State University Television Centerin cooperation with the Continuing Education Department of Mississippi State University.

Individual Site Fee $240.00 (District/State purchase also available)

To Register. Call the SERC Hotline at 1-800-476-5001

SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Development offerings will beavailable on Ku Band. Satellite, transponder, and telephone interaction information will be provided with confirmation of registration.

Funding for SERC SERVES is provided by the Corporation for Public Broadcasting,

SERVES...DEVELOPING EFFECTIVE TECH-PREP PROGRAMS

TO ENHANCE STUDENTS' TECHNICAL AND ACADEMIC SKILLS

-1111111/

4:30 - 6:30 PM ET February 3, 10, 17, 1993. .........

111...414111=11111111111111INIIMEMEM

These sessions will deal with the emerging concept of Tech-Prep or 2 + 2" educational models designed tocombine the last two grades of high school with two }ears of technical or comm u* college for non-collegebound students. As Tech-Prep programs assume an important role in educational r-rn, successful planningand implementation will require not only integration of academic and vocational courses, but philosophic andorganizational restructuring as well.

Everts participating in these workshops will include Dr. Norton Grubb, National Center for Research inVocational Education, University of California, Berkley, Dr. George Copa, Chairperson, Department ofVocational and Technical Education, University of Minnesota, and R Brian Cobb, Director of Occupationaland Outreach Programs, Colorado State University.

Program # 1 Leadership for Designing Successful Tech-Prep Models

Program # 2 Effect:he Tech-Prep Programs at Work

Program # 3 Accurate Evaluation of Evolving Tech-Prep Programs

This series is a cooperative effort among Wisconsin Public Telecommunications for Education,a division of the Wisconsin Educational Communications Board, the Wisconsin Department ofPublic Instruction and the University of Wisconsin - Extension and participating University ofWisconsin institutions.

Individual Site Fee: $240.00 (Group rates are also available)


SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Developmentofferings will be available on Ku Band. Satellite, transponder, and telephone interaction information will be providedwith confirmation of registration.


1

SERVES...

DEMONSTRATIONS AND CONCEPTS FOR PHYSICS 'TEACHERS

4:30 - 630 PM Eastern TimeFebruary 10, 17, 24, 1993

These three two-hour workshops are designed to serve the needsof high school physics teachers and will focus on the developmentof concepts and problem solving technique& Demonstrations andexperiments will be presented and techniques for conducting classessuch as questioning strategies and development of process skillswill be discussed. Topics to be covered will include:

E=me 2

straight-line motion momentumrotational motion . energygravitation powerequlibrium work

The instructor for this series will be:

Dr. Sandra Harpole of Mississippi State University

This series will be produced by the Mississippi State University Television Center incooperation with the Continuing Education Department of Mississippi State University.

Individual Site Fee: $240.00 (Group rates are also available)


SERC =ryes the right to cancel any offering based upon insufficient enrollment All SERC Staff Deyekipment offerings will bemailable on Ku Band. Satellite, transponder and telephone interaction information will be provided with confirmation ofregistration.

Raiding for SEW SERVES is pnwided by the Corporation for Public Broadcasting.

110

SERVES...FROM STUDENT TO TEACHER - THE FIELD EXPERIENCE

4:30 6:00 PM Eastern TimeMarch 9, 16, 23, 30, 1993

This series of four ninety-minuteinteractive teleconferences will concernthe student teaching experience.Production of this series is acollaborative effort between theMississippi Educational TelevisionNetwork and the Office ofEducational Field Experiences at theUniversity of Southern Mississippi.

Ransilninonmum

These programs will provide supervising teachers and student teachers informationand experiences needed to give them the tools to work together toward a successfultransitional experience for the student.

Program # 1 Supervision in Perspective

Program # 2 Becoming the Best

Program # 3 Motivation: The Key to Learning

Program # 4 Filing Your Flight Plan

Individual Site Fee: $240.00 (District /State purchase also available)


SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Development offenngswill be available on Ku Band. Satellite, transponder, and telephone interaction information will be provided with confirmation

of registration.


SERVES...

SEVERE WEATHER AND CLIMATOLOGY

430 - 630 PM Eastern limeMarch 10, 17, 24, 1993

The focus of these three two-hour presentations will bethe exploration and explanation of several types ofsevere weather including thunderstorms, lightening, hail,dust, tornadoes, hurricanes, snow and ice. The damagingresults of severe weather events will also be discussed.

The occurrence of these events will be set against generalclimatological characteristics.

The instructor for these programs will be Dr. Charles L Waxfrom Mississippi State University.

This series will be produced by the Mississippi State Television Center and theContinuing Education Department of Mississippi State University.

Individual Site Fee: $240.00 (Group rates we also available)


SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Developmentofferings will be available on Ku Band. Satellite, transpondez and telephone interaction information will be

provided with confirmation of registration.

Funding for SEW SERVES is raided by the Corporation for Public Broadcasting.

SERVES...HELPING TEACHERS CHANGE FROM JUNIOR HIGH

TO MIDDLE LEVEL SCHOOLS

4:30 - 6:30 PM Eastern TimeMarch 10, 17, 24, 1993

The three programs in this workshop willpresent a step-by-step process for developmentof an action plan to make the transition fromthe traditionally focused, or disciplineoriented, junior high school to thestudent-centered middle school philosophy.

Presenters will include Dr. Arnold Chandler, Director, Applied Educational Research Center, University ofWisconsin, Green Bay, Dr. Tom Dickinson, Editor of the "Middle School Journal," National Middle SchoolAssociation, and Dr. John Lounsbury, Professor, Georgia College, a pioneer middle-level education leader.

Program # 1 Building Effective Middle Schools

Program # 2 Steps in Transition to Middle Schools

Program # 3 Teachers as Action Researchers

This series is a cooperative effort among Wisconsin Public Telecommunications for Education, a division of theWisconsin Educational Communications Board, the Wisconsin Department of Public Instruction and theUniversity of Wisconsin - Extension and participating University of Wisconsin institutions,

Individual Site Fee: $240.00 (District /Stare purchase also available)


SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC Staff Development offerings will be available

on Ku Band. Satellite, transponder, and tekpbone interaction information will be provided withconfirmation of registration.


SERVES...ELECTRONIC FIELD TRIP #1: Ile State of the Rimer"

12:00 - 1:00 PM FAstem TimeMarch 18, 1993

Geared toward secondary students, this program, produced bythe New Jersey Network in conjunction with the New JerseyState Aquarium at Camden, New Jersey, will focus on thephysical and chemical aspects of a river using the DelawareRiver as an example.

Water quality and water quantity issues will be explored.Students will see demonstrations of a variety of water samplingtechniques and hear discussions and analyses of the data byscientists and environmentalists. Mathematical modeling andthe applied sciences, particularly engineering, will also bestressed.

The diversity of careers associated with conservation and river usewill be addressed, as well as

associated areas of study.

Individual Site Fee: $ 40.00 (Distria/State purchase also awilable)

To Register: Call the SERC Hotline at 1. 800476-5001

SEI1C reserves the nght to cancel any offering based upon insufficient enrollment. All SERC Staff Des.eiopment offerings will be mailable on Ku

Band. Satellite. transponder and telephone interaction information will be TROVided with rtrilinriatim of registration.

Funding for SEI SERVES is pro/ides:I by the Corporation for Public Broadcasting

SERVES...

ENGLISH COMPOSITIONTeaching Writing

4:30 - 6:00 PM Eastern TimeMarch 18, 25, April 1, 1993

This series of three ninety-minute sessions will be producedby the Center for Public Television at the University ofAlabama. Each program will include a model lesson andanalysis of student writing samples, followed by discussionswith both students and teachers.

These sessions will be moderated by Dr. James Raymond,professor at the University of Alabama and author of"Writing is an Unnatural Act," a well-known book on writingmethods for both high school and college teachers.

Individual Site Fee: $180.00 (District/State purchase also available)


SERC reserves the right to cancel any offering based upon insufficient enrollment. All SERC StaffDevelopment offerings will be available on Ku Band. Satellite, transponder, and telephone interactioninformation will be provided with confirmation of registration.


1i)

SERVES...

EXPANDING HORIZONS FOR K-8 STUDENTSTHROUGH MULTICULTURAL LITERATURE

430 - 630 PM Eastern Tune April 21, 28, May 5,1993

Utilizing the resources of the nationally respected Cooperative Cluldrent Book Center (CCBC) atthe University of Wisconsin - Madison, these workshops will enlist the assistance of authors,illustrators and editors in helping teachers to select literature that reflects cultural dicersity.

Among the presenters will be: Ginty Moore !Cruse, Director; CCBC, Mari V. Lindgren, CCBClibrarian and author of 'The Multicultural Mirror;' Allen Say, Japanese-American illustrator; ShontoBegay, Navajo artist, Nicholasa Mohr, Hispanic-American author, and Rudine Sims Bishop,Professor of Education, Ohio State University and leading athhority on African- American literature.

Program #1 Successful Techniques for Using Multicultural Books in the Classroom

Program #2 Incorporating Multicultural literature throughout the School Year. . .

Program #3 Discovering Reliable Multicultural Literature

This series is a cooperative effort among Wisconsin Public Telecommunications for Education, adivision of the Wisconsin Ethcational Communications Board, the Wisconsin Department of PublicInstruction and the University of Wisconsin - Extension and participating University of Wisconsininstitutions.

Individual Site Re $240.00 (District/State purchase also avcilable)

lb Register: Call the SERC Hotline at 1- 800-476.5001

SERC re em the tight to cancel my offering booed upon inituffrient enroll:tient. AD SERC Staff De.clopment offerings will be tweilabk on Ku Band.Satellite, transpondee and telephone iiteraction information wiU be pickled with confirmation of legittration.

Banding for SEFC SERVES it petwided by the Oxponuxxt for Public Broadcasting

SERVES...INTERACTIVE TELEVISION AND TECHNOLOGY

IN SCIENCE EDUCATION: THE TTI MODEL

430 - 6:30 PM Eastern Time April 21, 28, May 5,1993

This series of three two-hour sessions, produced bylhirteen/WNET, will demonstrate to teachers howvideo (instructional television and videodisk) can beintegrated into the teaching of science in grades K.12,with an emphasis on interactive instruction andexperiential learning.

Based onThirteen's successful Teacher TrainingInstitute (TIT), the teleconference series will includepresentations by master teachers modeling examples ofinteractive lesson plans in the four major sciencedisciplines - biology, chemistry, earth science, andphysics - across all grade levels. The master teacherswill also demonstrate ways teachers can develop theirawn lesson plans, emphasizing their individual teachingstyles and the various learning styles of their students.

The accompanying print materials for the sessions will include a representative sample of the bestlesson plans developed by Tri master teachers nationwide.

An electronic component of the course is planned for teachers and schools using publictelevisiont telecommunications network for educators, 'teaming Link', enabling participants toaccess additional resources and inteact electronically with the course presenters and other TTIteachers.

Individual Site Fee $240.00 (Disttii/State purchase also au:gable)

To Register: Call the SEW Hotline at 1.800-476-5001

SERC resents the right to cancel any offering based upon insufScient 1.nroament. All SERC Staff De.clopment offerings will be callable on KuBand. cditPllitP, transporrk; and telephone interaction information will be pearled with confirmations of reOstration.

Funding for SE RC SERVES is pro/id/xi by the Corporation for Public Biondcasting

14

SERVES...

ELECTRONIC FIELD TRIP #2: Down by the Bay

aoo -1:00 PM Eastern Time20, 1993

This program will give upper elementary and middleschool students the opportunity to witness thehorseshoe crab mating season in the DelawareRiser and Bay.

There will be a strong biological and ecologicalfocus, examining the complexity of food webs andthe relationship between the crabs and migratoryshore birds, as well as the exploration of the estuaryand its importance as a natural habitat.

Students will be able to interact with scientists on location at the bay, and view their methods,experiments and findings first hand.

Individual Site Re $ 40.00 (Distlict/State par/lase also avcrziable)


SEFC tames the right to ants! any offering Next scan in enrollment. AB SEIC Staff Dewkicenent offerings will be issulabie co Ku BoniStale, tsansponde; and tekphorte interaction inkerratio will be presided with confimation of registration.

Raiding for SE RC SERVES is provided by the Corporation roc Pubix Broadcasting:

12

KET Star ChannelsProfessional Seminars

1992-93 School YearYour teachers can benefit from the landmark education

reform process in Kentuckyeven as it happens.In 1990 the Kentucky General Assembly, in an

historic act, passed the Kentucky Education ReformAct (KERA), which mandated a sweeping transfor-mation of Kentucky's school system. The entireKentucky education community is now faced withthe formidable challenge of creating a new educa-tional system while the whole country watches.

KET, The Kentucky Network, the largeststatewide public television network in the country,is helping the education reformation by using itssatellite technology to link teachers and adminis-trators throughout the state. The Star Channelssatellite system allows educators to share ideasacross great distances without leaving their ownschools.

Teachers in other states have already benefitedfrom participation in the KET Star Channels Professional Seminars. Now we are making these challenging andprogressive sessions available to even more educators outside Kentucky.

Topics for the KET Star Channels Professional Seminars were chosen with the goals of the KentuckyEducation Reform Act specifically in mind and were based on an extensive survey of staff development needs inKentucky and other states. You'll find these workshops can be a foundation for your professional developmentplans for the school year. All you need to take advantage of this great opportunity is access to a satellite down-link.

Calendar1992-93 KET Star Channels Seminars

Tuesdays (unless otherwise noted) 4:00 to 5:30 pm ET/3:00 to 4:30 pm CT

Sept. 15, 22, 29; Oct. 6Sept. 30 (Wednesday)Oct. 13, 20, 27Nov. 2 (Monday)Nov. 10,17Dec. 1, 8Jan. 19, 26Feb. 2, 9,16, 23Sept. 16, Oct. 14, Nov. 11, Feb 10,March 10, April 14 (Wednesdays)March 9,16, 23

Primary School: Whole Language InstructionGrantswriting Workshop for TeachersOutcome-Based InstructionVideo Production in EducationTopics in High School MathematicsArts & Meeting the Valued OutcomesA New Look at LatinMiddle School MathematicsSchool Media Library Program

Special Learning Needs in the Primary Program

KET Professional Seminar TopicsPrimary School: Whole Language Instruction4 seminars (6.0 hours of televised training)

This series for primary teachers will focus on a specific developmentally appropriate strategydeveloping and imple-menting whole language instruction. The rationale for whole language instruction will he discussed, and classroom teacherswill demonstrate a number of applicable instructional methods, such as assisted reading and directed reading-thinkingactivities. Participants will receice practical advice in dealing with implementation issues in a primary (multi-age/multi-ability) classroom, including scheduling and planning, classroom management, collecting materials, developing languagecenters, grouping, and assessment/evaluation. Finally, the presenters will provide a framework for making the transitionfrom the traditional skills progression methods to whole language instruction.

Who wit; benefit? primary classroom teachers and aides, elementary principals, elementary supervisors

Outcome-Based Education3 seminars (4.5 hours of televised training)

KFRA implements a st, sten, kir (it-gam/Mg and delivering a complete instructional program known as OtikomelhisedFdutation. It is based on three premises: that all student-, can learn and succeed, that success breeds success, and that schools((introl the conditions of success. Outcome-Based Education links student achievement to a staihidrif of pertormant e ratherthan a m hethlit lit performank c, and designs instruction around the needs of the student, not the conveniences or needs of the',du, atuoual s% stem. nu, series will introduce Outcome-Based Education and help educators begin to develop an action plan

tor their own schoolsWho will benefit? general audience

ChaosA New Dimension for High School Mathematics2 seminars (3.0 hours of televised training)

toll 11(Vd new topics to reinforce classroom content' Trc "(. hails, which prof ides opportunities 101 tOrffilltIllit 1011,

c (111111.% (1011, and problem solving in the mathematics la,TOOrn tit 0-sl.`,-,a0n introduction to chaos theorc addresses theallied outcomes of .pat e and dimensionalitt hanges in patterns and tom thins, and mathematical reasoning.

Who will benefit? high sc boil mollwmatics teat hers

Arts & Meeting the Valued Outcomes2 seminars (3.0 hours of televised training)

I ills seminar fist rises tin how the arts t an be integrated into the so, learning goals established for kentuk kt s t oungpeople ht, KbK \ For eample, information, ideas, and emotions mac be eyressed through the arts !mot% einem Ill theartistic pro, es. also c hallenges students to think treatik t.'1k and solve problems, independent I% and in groups (. ore conceptsand coined out, ,mies hate been decelt,ped for the arts, now its up to classroom teal hers and arts educators to integrate theminto their teak hang Hies( tic 0 seminar-, it all (-whin., flit' role of the arts in Kentucky's classrooms under the room at! and

feature t rcatit e and skillful teachers is.110 ha I.' tianslated the c ore c oat apt' and valued outcomes into meaningtul t lassroom

profit t-. often integrating a k anch. of curriculum areas and ewenentWho will benefit? primar and middle school classroom teachers and arts educators

A New Look at Latin2 seminars (3.0 hours of televised training)

(schools across the country h.iVe Ckpcnenced a rebirth of interest in Latin, for 11'0111 reasons. l'he new look and 11(W

amnia& hes used in 01anv Latin courses have no doubt helped attract new students. KFT's own enormcms1\ popular satellite

I atm class is based on 1 t t r Romani, whit h has students reading I atm authors and learning about Roman c allure, as well asde's eloping skills in listening, speaking, and is riling. In this two-part series, the national spokesw oman for I t t r Rowain

Davis, will attires oral and aural approaches to teaching and learning ',um. Chet ill he joined by classroom teat hers w ho

will cover other topics such as the national trend of teaching multi-level Latin grammar classes, the National Latin f-s,un. le\ t

selection. and the use of supplemental classroom material.Who will benefit? middle and high school Latin tea( hers

Middle School Mathematics4 seminars (6.0 hours of televised training)

Kb I. continues its commitment to helping teachers implement the KFRA standards w hth this second series of Middle~,!reel Alathematis, seminars. This year's seminars will tot us on algebra patterns and functions, mathematical conneetiiins,

problem solving, and ratio and proportion. The Mlles is ill feature classroom act'. ities, computer applications, and assessment

let liniques, presented hi trained classroom teachers and sine of the authors of the new standards.Who will benefit? middle school mathematics teachers

Grantswriting Workshop for Teachers1 seminar (1.5 hours of televised training)

Participant, will get tips from those in the know on how to write strong grant applications for a variety of school-based

projects.

2 t.;

BEST COPY AVAILABI r

Collaborative Service Delivery for Students with Special Learning Needs in thePrimary Program3 seminars (43 hours of televised training)

This series of seminars will focus on specific issues related to the inclusion of students with special learning needs withinthe primary program. Students with special learning needs include gifted, educationally disabled, at-risk, limited Englishproficient, Chapter 1, and speech language. The seminars will provide participants with appropriate instructional strategies,methods for successful collaboration among service providers, and parameters for appropriate educational experiences basedon state and federal regulations.Who will benefit? general, special education, remedial, Chapter 1 and gifted education teachers, and instructional supervisors

at the primary level.

Video Production in Education1 seminar (1.5 hours of televised training)

Discover how teachers have used video production in the classroom as a means of communication and artistic expressionor for other educational purposes.

School Media Library Program6 seminars (9.0 hours of televised training)

Librarians, media specialists, and others interested in this subject will he able to participate in the University of KentuckySchool Media Library Program.

Further information about the 1992-93 programs will be mailed to registrants later in the summer.

Additional Seminar Topics: Additional seminar topics will he added to the schedule throughout the school year. If youhave signed up for a particular seminar or for the entire seminar package, you will he notified well in advance of the airingdates of these additional seminars. They will he offered at no extra charge.

KET Star Channels Professional SeminarsLive and interactive. The seminars are live productions, and active participation is encouraged both at the site and with

television presenters. During the seminar, participants may communicate with the presenters by telephone using a toll -tree

number.* A handy "Site Coordinator's Guide" will help prepare sites to fully participate in the seminars.Practical and Convenient. Each series of KET seminars includes a sequence of workshops, each 90 minutes long, supple-

mented by print materials. The semina N feature:stimulating ideas and useful research which N, MI can use in \ our classroompresented by inspirationaleducational leaders, representing a variety of content areas and viewpoints.demonstrations, practical advice, and suggestions from your colleaguesfellow teachers who have successfully implemented featured programs in their classrooms.videotaped visits to classrooms where vou can see both how teachers employ featured instructional strate-gies and how students respond.the convenience of attending the workshop in your own school or district.

Simple preparation. In order to support the seminars, you will need to provide:a site coordinator who will he responsible for hosting the workshop, operating the television equipment.handing out and collecting materials, distributing and collecting workshop evaluations, etc. KET will

provide a "Site Coordinator's Guide" to help coordinators facilitate these seminars.copies of seminar print materials. One copy of the print materials will he sent to each site to be duplicated

for participants.a comfortable site for the seminar, equipped to receive satellite transmission. Access to a phone in the roomwill encourage telephone interaction.

Registration. In order to integrate these seminars into your professional development plan for the upcoming school year,you may pre-register now as a site for individual series or for the entire package. lust return the attached registration form. Weurge you to register early for the 1992-93 school year to ensure that you receive workshop materials and other timely informa-tion prior to the beginning of the schedule.

rand /or by keypad, it participating at a school outfitted with KET's satellite equipment cabinet. The workshops are notlimited to schools with this equipment, though.)

What teachers say about KET Star Channels Professional Seminars:"This was one of the most valuable professional development training programs I've had in years."

"It's a great way to become aware of new teaching techniques!""Well donegreat demos! Good examplesconcise and clear explanation.

Secured some good tips and practical info."

19 BEST COPY AVAILABLF

KET Star Channels Professional Seminars1992-93 Registration

To register, complete and return this form as soon as possible to Valinda Ensslin, KET, The Kentucky Network, EnterpriseDivision, 2230 Richmond Road, Suite 213, Lexington, KY 40502-1311. For more information, contact Valinda at ($00) 354-067.

Site InformationSchool Name P 0 #

Contact Person !Title Telephone Number

Address

Cit% State Zip

The ontat t person is the person with whom KET will maintain contact prior to the workshop. Some information ma% be sentout during the summer. It there is another address to which this information should he sent during the summer onl% , pleaseindicate it here:

Summer Address/Plume

Registration Options:KET Professional Seminars Package Cirantswriting Workshop for Teachers ti it

Primary School. lVhole Language Instruction $200 Video Production in EducationOutLome-liased Education Special Learning Needs in the Primal-% Program ',LSO

Chao,. for I ligh school Mathematics ';1'30 TI VI IS videotapes of KET Protessimal Seminars pat k.ige tilotgt

Arts & Meeting the Valued Outcomes $100 Individual VI IS videotapes ' per q0-minute tape

0 A New Look at Latin SIO0 Please specify seminar topics: . . _ .

0 Middle School Mathematics 5200

=3 School Media Library Program $300

KET STAR CHANNELS PROFESSIONAL SEMINARS

!VIET

The KentuckyNetwork

Enterprise DivisionSuite 2132230 Richmond Rd.Lexington. KY 40502-1311

Non-Profit Org.U. S. Postage

PAIDLexington. KYPermit No. 377

N1992-93 STAFF DEVELOPMENT

TOPICS BY CATEGORY 3/16!92

CATEGORY/TITLE DATE(S) HOURS PRESENTER

Administration

Total Quality Management for Education September 8 2 Dr. Donna GoehleSelling Success and Expecting Excellence September 10 2 Dr. James CisekHispanic Connection: Making Learning Work September 15 1 Dr. Ivan Fitzwater &

Dr. Victor RodriguezBuilding Communities that Empower People September 17 2 Dr. Ervin HarlacherImpact of the American Disabilities Act on Schools' September 24 2 Bobbie Beth ScogginsBack in Shape October 6 1.25 Amy JonesOptimizing Learning for Gifted Students* October 22 2 Dr. Barbara ClarkSite-Based Management and Effective Schools October 27 3 Dr. Larry LezotteImplementing Transformational Outcome-Based Education* November 17, 19 4 Dr. Kit MarshallFinding Time for Success and Happiness* November 24 2 Dr. Ivan FitzwaterExploring Global Trends in Education December 15, 17 6 Dr. Donna GoehleEnhancing Leadership Skills* January 12 2 Dr. Ivan FitzwaterConducting Productive Staff Development through January 28 3 Drs. Kenneth & Rita Dunn

Teachers' Learning Styles*Effective Communication* February 9 2 Dr. Ivan FitzwaterAt-Risk: Alternatives to Gang Involvement' February 23 2 Dr. Allen Mend lerImage of Excellence February 25 2 Valerie SokoloskyGetting Ready for the 21st Century:

Challenge of Making Change Work March 16 3 Dr. Donna GoehleRelaxing in a Tense World March 23 2 Amy JonesGender Differences in Communication April 13 2 Dr. Joan LinderHow to Balance Multiple Life Priorities Successfully April 15 2 Dr. Joan LinderTeam Building: Toward Excellent Schools April 20 3 Bert SimmonsThe Parent-Teacher Connection April 22 3 Bert SimmonsTeacher/Explorer: A Technology Change Model* April 27 3 Fred D'Ignazio

Will be submitted for approval of Administrator Training credit through the Texas Education Agency.

Advanced Academic Training (AAT)*

Science for Every Kid*Classroom Management: Teacher Variance Theory'

Engaging Students in a Problem-Centered Curriculum*

Exploring Global Trends in Education*Spectacular Science Fair Projects/Teaching the Fun

of ScienceESL Strategies for All Content Areas*Strengthening and Assessing Your

Mathematics Curriculum*

September 22, 29 6 Janice Van CleaveOctober 15 6 Dr. Irwin HymanNovember 12December 3December 1 6 Marian Leibowitz &

Dr. Bena KallickJanuary 21December 15, 17 6 Dr. Donna GoehleJanuary 19 and Janice Van CleaveFebruary 18March 2, 4, 9 6 Dr. Ellen Riojas-ClarkMay 4, 6 6 Dr. Lola May

Will be submitted for approval of MT credit through the Texas Education Agency."Participants must attend both sessions in order to receive credit.

126

CATEGORY/TITLE DATE(S) HOURS PRESENTER

Classroom Management

Classroom Management: Teacher Variance Theory October 15 6 Dr. Irwin HymanNovember 12December 3

Site-Based Management and Effective Schools October 27 3 Dr. Larry LezotteEffective Communication February 9 2 Dr. Ivan FitzwaterAt Risk: Alternatives to Gang Involvement February 23 2 Dr. Allen MendlerHow to Balance Multiple Life Priorities Successfully April 15 2 Dr. Joan LinderThe Parent-Teacher Connection April 22 3 Bert Simmons

Counseling

Selling Success and Expecting Excellence September 10 2 Dr. James CisekHelping Discouraged Learners October 8 2 Jerry ConrathClassroom Management. Teacher Variance Theory* October 15 6 Dr. Irwin Hyman

November 12December 3

Motivating Every Student October 20 2 Dr. Ivan FitzwaterThe Grieving Child: Helping Children Deal with Loss* February 4 3 Dr. Ken MosesAt Risk: Alternatives to Gang Involvement* February 23 2 Dr. Allen MendlerGender Differences in Communication April 13 2 Dr. Joan Linder

Will be submitted for approval of Licensed Professional Counselor credit through the Nationand the Texas State Board of Examiners of Professional Counselors.

English/Language Arts

al Board of Certified Counselors

Matching Reading Approaches to Individual Learning Styles November 5 3 Dr. Rita DunnWhat Makes Grand Opera So Grand? November 10 2 Theresa GordonWhole Language for Intermediate/Middle Grade Learners January 14 2 Dr. Donna OgleESL Strategies for All Content Areas March 2, 4, 9 6 Dr. Ellen Riojas-Clark

Fine Arts

What Makes Grand Opera So Grand? November 10 2 Theresa GordonComputer Graphics: The New Creative March 11 3 Lawrence Gartel

Art Tools of the 21st Century

Gifted/Talented

Optimizing Learning for Gifted Students October 22 2 Dr. Barbara ClarkLearning Styles of Multi-Culturally Diverse February 11 3 Dr. Rita Dunn

Gifted and Talented Adolescents

Health

Back in Shape October 6 1.25 Amy JonesRelaxing in a Tense World March 23 2 Amy Jones

Instructional Technology

Computer Graphics: The New Creati% March 11 3 Lawrence GartelArt Tools of the 21st Century

1 9,

NETV.WilCATEGORY/TITLE DATE(S) HOURS PRESENTER

Instructional Technology Continued

Teacher/Explorer: A Technology Change Model April 27 3 Fred D'IgnazioStudenVExplorer: A Multi -Media Maniac Model April 29 3 Fred D'Ignazio

Mathematics

Strengthening and Assessing Your May 4, 6 6 Dr. Lola MayMathematics Curriculum

Multi-Culturalism

Hispanic Connection: Making Learning Work September 15 1 Dr. Ivan Fitzwater &Dr. Victor Rodriguez

Exploring Global Trends in Education December 15, 17 6 Dr. Donna GoehleLearning Styles of Mutti-Culturally Diverse Gifted

and Talented AdolescentsFebruary 11 3 Dr. Rita Dunn

Implementing Multi-Cultural Experiences in the April 1 2 Patricia Petty

Public School Setting

Motivation/Self-Esteem

Selling Success and Expecting Excellence September 10 2 Dr. James Cisek

Helping Discouraged Learners October 8 2 Jerry ConrathMotivating Every Student October 20 2 Dr. Ivan FitzwaterSelf - Esteem: The Best Gift December 8 2 Dr. Louise HartSelf- Esteem from Teacher to Student December 10 2 Dr. Louise Hart

Image of Excellence February 25 2 Valerie Sokolosky

Parent/Cominunity

Selling Success and Expecting Excellence September 10 2 Dr. James CisekHispanic Connection: Making Learning Work September 15 1 Dr. Ivan Fitzwater &

Dr. Victor Rodriguez

Back in Shape October 6 1.25 Amy Jones

Motivating Every Student October 20 2 Dr. Ivan FitzwaterDimensions of School Choice October 29 2 Dr. Frank KemererWhat Makes Grand Opera So Grand? November 10 2 Theresa Gordon

Finding Time for Success and Happiness November 24 2 Dr. Ivan Fitzwater

Sett - Esteem: The Best Gift December 8 2 Dr. Louise HartSelf- Esteem from Teacher to Student December 10 2 Dr. Louise Hart

Effective Communication February 9 2 Dr. Ivan FitzwaterAt-Risk: Alternatives to Gang Involvement February 23 2 Dr. Allen Mendler

Relaxing in a Tense World March 23 2 Amy Jones

Gender Differences in Communication April 13 2 Dr. Joan Linder

How to Balance Multiple Life Priorities Successfully April 15 2 Dr. Joan Linder

The Parent-Teacher Connection Apnl 22 3 Bert Simmons

School Board Training

School Board Member Orientation (II)* September 3 2 Dr. Frank Kemerer

Total Quality Management for Education Or September 8 2 Dr. Donna Goehle

Building Communities that Empower People (IV)* September 17 2 Dr. Ervin Harlacher

CATEGORYMTLE DATE(S) HOURS PRESENTER

School Board Training Continued

Dimensions of School Choice (IV) October 29 2 Dr. Frank Kemerer

Enhancing Leadership Skills (X) January 12 2 Dr. Ivan Fitzwater

Getting Ready for the 21st Century: March 16 3 Dr. Donna Goehle

Challenge of Making Change Work (VI)*The School Board, The School Board Member

and Legal Liability (IX)April 8 2 Dr. Frank Kemerer

Team Building: Toward Excellent Schools (VI) April 20 3 Bert Simmons

Will be submitted for approval of School Board Training credit through the Texas Education Agency.

Science

Science for Every Kid September 22, 29 6 Janice Van Cleave

Spectacular Science Fair Projects January 19 3 Janice Van Cleave

Teaching the Fun of Science February 18 3 Janice Van Cleave

School Improvement

Total Quality Management for Education September 8 2 Dr. Donna Goehle

Hispanic Connection: Making Learning Work September 15 1 Dr. Ivan Fitzwater &Dr. Victor Rodriguez

Building Communities that Empower People September 17 2 Dr. Ervin Harlacher

Impact of the American Disabilitites Act on Schools September 24 2 Bobbie Beth Scoggins

Site-Based Management and Effective Schools October 27 3 Dr. Larry Lezotte

Dimensions of School Choice October 29 2 Dr. Frank KemererImplementing Transformational Outcome-Based Education November 17, 19 4 Dr. Kit Marshall

Team Building: Toward Excellent Schools April 20 3 Bert Simmons

Social Studies

Living History: Persona Creation and Portrayal October 1 2 Bernard Barcio

Mapping Your Way through the USA October 13 2 Paul Martin

What Makes Grand Opera So Grand? November 10 2 Theresa Gordon

Explonng Global Trends in Education December 15, 17 6 Dr. Donna Goehle

Implementing Multi- Cultural Expenencesin the Public School Setting

April 1 2 Patncia Petty

Teaching /Learning Styles/Strategies

Impact of the American Disabilities Act on Schools September 24 2 Bobbie Beth Scoggins

Living History: Persona Creation and Portrayal October 1 2 Bernard Barcio

Matching Reading Approaches to Individual November 5 3 Dr. Rita Dunn

Learning StylesImplementing Transformational Outcome-Based Education November 17,19 4 Dr. Kit Marshall

Whole Language for Intermediate/Middle Grade Learners January 14 2 Dr. Donna Ogle

Conducting Productive Staff Developmentthrough Teachers' Learning Styles

January 28 3 Drs. Kenneth & Rita Dunn

Learning Styles of Multi - Culturally Diverse February 11 3 Dr. Rita Dunn

Gifted and Talented AdolescentsESL Strategies for All Content Areas March 2, 4, 9 6 Dr. Ellen Riojas-Clark

. a II . 111

12 :,

GEORGIA EDUCATION LEADERSHIP ACADEMY

As a part of the Quality Basic Education Act of 1986, the Georgia EducationLeadership Academy was formed under the auspices of the StateDepartment of Education. The Academy is not a single institution but anorganizational framework for a variety of educational and trainingprograms for school leaders.

Seminars, symposia, special topic workshops, skill-building programs, andsummer institutes are offered in various locations in the state and focus onskill development in the areas of personnel assessment and evaluationleadership development, technology planning and utilization, technical andmanaging skills, information dissemination and school improvementactivities.

Leadership Academy Staff

Janie Smith, DirectorBarbara Smith, Associate Director

Don Splinter, CoordinatorBob Gaines, Coordinator

Joyce Hayes, Principal SecretaryLaurie Nunez, Senior Secretary

13,,

GEORGIA EDUCATION LEADERSHIP ACADEMY

Purpose

The purpose of the Georgia Education Leadership Academy shall be to provideopportunities for public school leadership personnel to update and expand theirleadership knowledge and skills to improve educational practice in Georgia publicschools.

This will be accomplished by providing leadership, consultative services, andtechnical assistance in support of the mission and goals of the Georgia State Boardof Education and the State Superinendent of Schools.

Target Audience

Public school leadership personnel will include individuals serving in a leadershipposition and those who are members of system and/or building level leadershipteams.

Goals

Work in partnership/collaboration with public and private sector agencies inproviding leadership and technical skill development opportunities/activities.

Expand the continuum of leadership development opportunities for aspiring,new, and experienced leadership personnel.

Assist in the assessment of needs and resolution of problems related to equitablymeeting the needs of building and system level staff and an increasingly diversestudent and community population.

Facilitate school improvement efforts which involve/utilize creative,innovative, and responsible change strategies.

Provide assistance in technology planning and utilization to enhanceleadership practices which will positively impact teaching, learning, andschool operations.

Be responsive to requests for information and resources related to leadershipdevelopment, school improvement, and other current educational issues.

Provide information and coordination of evaluator training for QBEmandated statewide evaluation programs.

14.

IIIPage Two

Provide professional development opportunities for all Georgia Departmentof Education personnel.

Services Delivery Model

I

PersonnelAssessment &

EvaluationPrograms

Leadership Technical &Development Management

Programs SkillsDevelopment

Programs

1

I

SchoolImprovement

Activities

Technology InformationPlanning & DisseminationUtilizationActivities

I 3 '

The following resource material is available on loan to GeorgiaEducation Leaders.

Code

00I

002

003

004

005

006

007

008

009

010

0 1 1

LEADERSHIP ACADEMY RESOURCE CENTER

=MSTitleAuthor

Prager, Dianne K.

Jacobs, RussellAshley, Gary

Bunch, Kathleen A.Matthews, Kenneth M.

Sullivan, Cheryl G.

Gober, CecilAshley, Gary

Sullivan, Cheryl G.Dobbs, Randy

Eagleton, CliffCogdell, Roy (ed.)

Radloff, LouiseAshley, Gary

O'Neal, Donna H.et al

Merrill, David W.Reid, Roger H.

Brewer, James H.

01 2 National Associationof Elementary SchoolPrincipals

Due Process Requirement forTeacher Dismissal in GeorgiaNumber 10

Fair Dismissal Law. APublication of the GeorgiaSchool Board Association, Inc.

Georgia Elementary SchoolVocabulary. Number 8

Georgia Educational LeadershipVolume 4, Number 1

Handbook. School Board MembersMust Know. A Publication of theGeorgia School Boards Association,Inc.

Grading Your School: AnAdministrator's Checklist (forGeorgia Education LeadershipAcademy)

Humanistic Leadership Handbook

Influencing Educational PolicyGeorgia School Boards Association

Improving School ClimateUniversity of Georgia

Personal Style and EffectivePerformance

Power Management

Principals for 21st Century

Year

1989

1987

Summer,1988

Summer,1988

1983

Undated

1978

1989

Spring,1987

1981

1987

1990

Code

0 1 3

014

0 1 5

0 1 6

0 I 7


jlOOKS

Title

#1 Principal and Leadership

Author

Buffie, Edward G.

Webster, William E.

Pawlas, GeorgeMeyers, Kenneth

Luehe, Bill

Meyers, KennethPawlas, George

0 1 8 Office of EducationalResearch and Improvement,U.S. Department ofEducation

0 1 9

020

0 2 1

022

023

024

025

Heslep, Robert D.

Discussion Guide

McCall, John R.

Standlcy, Sarah J.Popham, James W.

NASSP

Ringer, Joyce R.(ed.)

Torbert, E.C. (ed.)

#2 The New Principal:Learning About Your Schooland Community

Year

1989

1989

#3 The Principal and 1989Communication

#4 The Principal and Supervision 1989

#5 The Principal and Discipline 1989

Principal SelectionGuide

Professional Ethics and TheGeorgia Public SchoolAdministrator

The Principal As InstructionalLeader: Reflections on Effectiveness

The Provident Principal(Revised Edition)

Teacher Evaluation: SixPrescriptions for Success

Ventures in Good Practice

The Georgia PractitionerSchools of ExcellenceVolume 2, No. 1

The Georgia PractitionerThe Compendium of SuccessfulPractices: Ideas At Work

June,1987

Spring,1988

1984

1988

June,1989

1988-89

1987-88

026 DePauw, Julie Keeping Children in School April,Volume 30, Number 8 1987

- 2 -

1 3.1


BOOKS

Code Author Title Year

027 Anderson, Mark E. Inducting Principals OctoberVolume 32, Number 2 1988

028 Acheson, Keith The Principal's Role in AprilInstructional Leadership 1985

Volume 28, Number 8

029 Acheson, Keith A. It is Time for Principals FebruarySmith, Stuart C. to Share the Responsibility 1986

for Instructional LeadershipWith OthersVolume 29, Number 6

0 3 0 Anderson, Mark E. Hiring Capable Principals: How May

School Districts Recruit, Groom,and Select The Best Candidates

1988

Volume 31, Number 9

0 3 1 Hart, Thomas E. Student Stress and Suicide: FebruaryHow Schools Are Helping 1989

Volume 32, Number 6

0 3 2 Mazzarella, Jo Ann Instructional Leadership: JanuaryProfile of a High School 1983

PrincipalVolume 26, Number 5

0 3 3 Katz, Malcolm Staff Development Coordinators NovemberAssess the Administrative Needsof Georgia's 186 Local School

1988

Systems: A 1988 Survey

Highlights of "Georgia Principals NovemberIdentify Their Most Troublesome 1988

Administrative Problems: A 1988Survey" (11 copies)

Georgia Superintendents Identify NovemberTheir Most Troublesome 1988

Administrative Problems: A 1988Survey (2 copies)


VIDEOS

Leadership Awareness: Recruitment, Selection and Development of FutureEducational Leaders. (March 20, 1990)Video #1 (Two cassettes)

Leadership Awarert Recruitment, Selection and Development of FutureEducational L,,tadz.rs. (March 20, 1990)Video #2 CT V cassettes)

Leadership Awareness: Resriiitment, Selection and Development of FutureEducational Leaders. (T".'4f-, zt. 20, 1990)Video #3 (Two cassettes)

Effec e Schools? Effective Principals!Dr. Terry Larsen

Middle School Teleconference of September 29, 1988.(3 Cassettes)

Managing Instruction for Equity and Excellence.

Another Set of Eyes. Conferencing Skills. (ASCD) Practice Tape II

Another Set of Eyes. Techniques for Classroom Observation. Practice Tape. (ASCD)

Another Set of Eyes. Conferencing Skills. Practice Tape I (ASCD)

Effective Leaders for Effective Schools.

For more information contact:

Georgia Education Leadership Academy1862 Twin Towers East

Atlanta, Georgia 30334(404) 656-4461

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Werner Rogers State Superintendent of SchoolsGeorgia Department of Education Twin Towers East Atlanta, Georgia 30334

June 1990

Evidence suggests that school-focused staff developmentprograms are more likely to bring about real schoolimprovement because the individual school is the primaryunit of change. Therefore, the Staff Development Unit of theGeorgia Department of Education has prepared this School-focused Staff Development Guide to help school systemsand schools interested in developing and implementing aschool-focused approach as an optional model for deliveringstaff development programs.

The School-focused Staff Development Guide contains acompilation of recent literature in the field and a compen-dium of procedures, hints, reminders, and suggestionsdrawn from the literature and successful practices. We hopethis guide will be a handy resource as you begin providing aschool-focused program.

Please remember that we offer this method as an alterna-tive. It will be viable for some systems and schools. It will notbe appropriate for all staff development efforts, and it maynot be the most practical approach for every system orschool. You will need to decide how the school-focusedapproach to staff development will work in your particularsituation.

For those who would like additional reading material andbackground information on school-focused staff develop-ment, an extensive bibliography has been included. If we canprovide technical assistance or consultation to you on yourschool-focused staff development efforts, please call theStaff Development Unit.

Werner RogersState Superintendent of Schools

1 3 .3

Contents

Foreword

...........Preface iv

Introduction 1

Background 1

Definition 1

Characteristics 1

School-focused Staff Development Program Model 2

Planning 4

Commitments 4

Central Office Administrators 4

System Ad Hoc Planning Committee 4

Roles and Responsibilities 5

Board of Education Responsibilities . .. ... . 5

System Staff Development Coordinators Responsibilities . 5

Staff Developers Responsibilities ----8Principals Responsibilities ....................................................... 6

Teachers and Staff Responsibilities '0School Staff Development Committee Responsibilities . . . . 6

Training 7

Adult Learning . ..... 7

Career Stages .7

Training for Implementation 9

Board of Education . . . .9

System Staff Development Coordinators .... 9

Staff Developers . . .9

Principals . .9

Teachers and Staff 10

School Staff Development Committee .10

implementation .11

Step 1 Organize a School Staff Development Committee. 11

Step 2 Conduct Needs Assessment ...... 11

Step 3 Develop Staff Development Plan 11

Step 4 Implement Staff Development Program 12

Evaluation 13

Rationale 13

Evaluation Model .13

Using the Evaluation Model 13

Evaluation Plan ....... . . ...... 13

Sequences of Evaluation Processes .. 14

Change Process 16

Barriers 16

Acceptance . . . . ..... . 16

Concerns-Based Adoption Model . ....... .17

Funding 18

Success Formula ...... 18......... , ......

Bibliography 19

AppendicesAppendix A: Clarke County Staff Development Plan 25Appendix B: Richmond County School-based Staff Development. ... 29Appendix C: Components Of Effective In-service Training 35Appendix D: Evaluation Plan Format 37Appendix E: Evaluation Questions 39

List of Figures1. School-focused Staff Development Program Model 32. Career Stages 83. Evaluation Model for School-focused Staff Development 15

1 tj

iii

PrefaceThis school-focused staff development

guide is designed primarily for staff develop-ment coordinators or central office staff per-sons responsible for the development,administration and management of staffdevelopment programs for all school person-nel in the local school districts. The informa-tion contained in this guide may also bevaluable to members of boards of education,superintendents, school principals, school-based staff developers, consultants and oth-ers employed in a school system. It isintended for anyone who wants to learnabout school-focused staff development pro-grams and for those willing to try anotherapproach to staff development.

School-focused staff development is pres-ented as one alternative school systemscould use to plan and deliver staff develop-ment programs. This guide is a compendiumof information and procedures drawn fromrecent literature and successful practices.Included are suggestions, hints and re-minders to consider when initiating a school-focused program. For additional study on allaspects of planning, implementing or evalua-ting school-focused staff development, anextensive bibliography is included in thisguide.

This guide is not a handbook for staffdevelopment in general. The reader shouldalready be familiar with the basics of an effec-tive staff development program. This guidedoes, however, focus on applying effectivestaff development practices at the schoollevel using the school as the locus for plan-ning and implementing school staff develop-ment. Those who desire a general guide fororganizing and delivering a staff developmentprogram should consult resources on page12 or contact the Georgia staff developmentunit. Knowledge and skills required for man-aging and implementing a school-focusedstaff development program are essentially thesame as those necessary for a system-

iv

focused approach. This alternative buildsupon what is already being done in manyschool systems. School-focused staff devel-opment may not be the best approach for allschool systems or the most appropriateapproach for all schools within a schoolsystem.

Because school-focused staff developmentis merely an optional delivery system foraccomplishing system and school improve-ment goals, there are no changes in any ofthe regulations and procedures governing thestaff development program. The school-focused staff development approach may beviewed as a framework on which a system orschool may launch its own unique programs.Innovative approaches and strategies forschool-focused staff development are limitedonly by the imagination of the members of aschool system.

School-focused staff development benefitsa school by

providing opportunities for increasedawareness and involvement of school staffin their own professional development,

enhancing staff creativity,

providing opportunities for shared partici-pation in determining a vision for theschool,

basing staff development on individual andgroup needs for achieving the school'svision,

enhancing opportunities for creating asense of community in the school,

maintaining and strengthening staffmorale,

creating an environment that promotesprofessional respect and acceptance ofindividual values, views and contributionsand

being accountable for its own actions.

IntroductionBackground

Staff development programs have been apart of the education profession for decades.Although different names have been usedand periods of trial and error have markedefforts to determine the most effective deliv-ery systems, one constant goal endures:developing planned programs to strengthenthe competencies of school personnel toimprove education. Currently, school-focused staff development approachesappear to be more effective for providingmeaningful professional and personal growthfor school staff than most other models of in-service education.

During the past two decades a preponder-ance of literature has been devoted to school-based staff development approaches forimproving schools. The earlier literaturereflects the notion of using the term school-based staff development for any staff devel-opment activity held at a school or buildinglevel regardless of centralized or decentral-ized planning. More recent thought, however,has reshaped this notion to mean empower-ing staff at the school level to determine theirneeds regardless of where staff developmentprograms are delivered.

Schools may be the base for deliveringsome programs; however, the crux of thematter is not where staff development pro-grams are delivered but the process andfocus from which they are planned. In fact,the school staff assess needs identify ordesign appropriate programs and manage theimplementation of improvement activities.Thus the term school-focused staff develop-ment is replacing the term school-based staffdevelopment. This change in terminologyremedies the ambiguity associated with theearlier usage of the term school-based staffdevelopment.

This developmental shift in thinking from acentralized to a decentralized viewpoint isconsistent with contemporary managementtheories that promote participatory strategiesto strengthen productivity and quality.Research on applying these approaches tothe education field verifies that staff devel-

14

opment programs are more effective in thelong term when conceived and planned bystaff at the local school level within a frame-work of a school's and school system's stra-tegic or long-range plan.

DefinitionSchool-focused staff development is

defined as a process through which aschool's staff identifies the school's strengthsand areas that need strengthening and usesthis information as a basis for schoolimprovement. This process is accomplishedby school- or building-level planning that isgoal-directed, outcome-focused, considerateof staff interests and needs and consistentwith the school system's strategic plan.

CharacteristicsTo help put this definition to work, consider

these characteristics of school-focused staffdevelopment.

Planning for school-focused staff devel-opment within a school system is consist-ent with the goals of the school and thestrategic plan of the school system.

School faculty and staff members deter-mine the goals for improvement for theirown school.

Individuals and groups within the schooland school system share decision making.

Certified and noncertified faculty and staffare involved in all components of theprocess.

Individual differences are accommodatedwithin school-defined needs.

Activities may or may not take place at theschool site.

School-focused staff development is adevelopmental process rather than anevent.

The delivery of staff development pro-grams is based upon known and acceptedadult learning theories and styles.

Career development stages of faculty andstaff are considered in designingprograms.

These characteristics, abstracted fromHowey, Bents and Corrigan (1981) and Wood(1989), show that school-focused staff devel-opment empowers school faculty and staff tomake shared decisions about staff develop-ment efforts. Many of these elements wouldbe characteristics of any successful staffdevelopment program.

School-focused StaffDevelopment Program Model

Planning and implementing a school-focused staff development program is a man-ageable process when thoughtful preparationand planning strategies are used. Figure 1portrays a model for the first-time effort of aschool system planning and implementing aschool-focused staff development program.The model is composed of planning andimplementation phases divided into majorevents and arranged in a sequenced format.Each event is discussed in subsequent sec-tions of this guide. The purposes of the plan-ning phase are to obtain appropriatecommitments, create a climate that encour-ages school faculty and staff participationand to provide an infrastructure. After systemcommitments to the concept have beenobtained, an ad hoc planning committeeshould be selected and charged with identify-ing roles, responsibilities and necessary train-ing for board of education members; systemstaff development coordinators; staff devel-opers; principals; teachers; staff; and schoolstaff development committee members. Anexisting, well-functioning system staff devel-

2

opment committee could possibly form thisad hoc committee. Each school systemshould determine the most appropriateprocedures and policies for a school-focusedstaff development program matching theschool system's goals. Schools electing toparticipate should do so after a decision bythe school staff to engage in a school-focused staff development approach.

Once a school system has adequatelydefined and put into place the concept for aschool-focused staff development program,the implementation process at the schoollevel should not be difficult. A major step inimplementation is the appointment and train-ing of members of the school staff develop-ment committee. This group facilitates theimplementation of the necessary framework.Another crucial step is to translate schoolsystem goals into school improvement goalsand to generate the staff development plan.Particular emphasis must be placed on theprocess of developing school improvementgoals consistent with the school's strategicplan and identified needs and consistent withthe school system's goals and strategic plan.

To make sure planning and implementationprocesses are effective and appropriate, eachmajor event should be continually evaluated.School needs and strategic plans should becontinually assessed and appropriatechanges made to the school staff develop-ment plan. Policies and procedures forimplementing school-focused staff develop-ment should also be assessed as the programmatures.

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PlanningSerious planning for implementing a

school-focused staff development programrequires a great deal of thought, discussionand commitment. Everyone from the schoolboard to the community should be involved.In addition, a system ad hoc planning com-mittee should be established before imple-menting the program to plan, define variousroles and responsibilities and identify trainingneeds for all those involved. This section dis-cusses and offers suggestions for each ofthese planning tasks.

CommitmentsA school-focused staff development pro-

gram requires commitment from every levelof the organization, including the board ofeducation members, superintendent, centraloffice staff, principal, school faculty and staff.Soliciting support from parents, students andthe community helps ensure success. A bondof shared understandings and a commonlanguage will sustain a school-focused staffdevelopment program. For the program tosucceed, commitment must include approp-riate financial and human resources. The timeand effort required to obtain the desiredcommitments are critical factors to considerwhile planning.

Central Office AdministratorsBecause school-focused staff development

means empowering schools to determinetheir future direction and accomplishments, itmay be necessary to redefine the roles ofcentral office administrators in staff develop-ment to adjust to a more decentralized deliv-ery system. Central office administrators willcontinue to coordinate the systemwide staffdevelopment program, but will no longerdirectly manage and supervise the school-focused staff development programs for theindividual participating schools. Their rolewill be to provide resources and encour-agement, remove obstacles and respond tospecific requests for assistance from individ-ual schools. In this approach, the centraloffice administrators serve more as suppor-ters and facilitators. Their roles also mayinclude the major responsibilities of monitor-

ing and communicating feedback about pro-gress of the program to the school board, tothe community and to the Georgia Depart-ment of Education.

In the very early stages of planning forschool-focused staff development, the systemlevel staff development coordinator and othercentral office administrators may need to takea direct leadership role to get theschool-focused programs started; that is, it may benecessary to have system-initiated butschool-focused programs. In these cases, thesystem-level administrators would graduallyrelinquish their direct management role asthe school staff development committee andother key school personnel become moreexperienced in implementing and leading thestaff development efforts. The staff develop-ment committees will eventually becomewell-functioning organizational entities in aschool-focused staff development process.

System Ad HocPlanning Committee

Once the system and school(s) have madea commitment to implement school-focusedstaff development, it will be helpful to organ-ize a system ad hoc planning committee. (Anad hoc planning committee may not benecessary if there is a functioning system-wide staff development committee.)

The purpose of this group is to develop theinitial plan for moving the school system for-ward to a decentralized approach for deliver-ing staff development. Therefore, the ad hocplanning committee should know

the background, definition and characteris-tics of school-focused staff development,

the roles and responsibilities of schoolpersonnel within a school-focused staffdevelopment program,

techniques for empowering others,

change process,

adult learning theory,

shared decision-making skills,

effective communication skills,

team building and collaboration skills,

facilitation techniques andsuccessful staff development delivery sys-tems and programs.

Aligned with the system's strategic plan,the work of the ad hoc planning committeeshould include

formulating for the system a school-focused staff development frameworkwhich provides for shared decision makingamong constituents,

establishing guidelines, procedures andprocesses for operationalizing a school-focused staff development program,recommending criteria and guidelines forthe selection of the staff developmentcommittees at the schools,defining initial roles and responsibilities ofthe staff development committee and otherkey participants,exploring and recommending incentivesfor members of the school staff develop-ment committees,addressing systemwide issues related toschool-focused staff developmentprograms,developing procedures for implementingthe change process among system per-sonnel (The change process is crucial anda comprehensive plan outlining strategiesmay be necessary.) andIdentifying initial training needs of schoolpersonnel.

Roles and ResponsibilitiesThe role of a staff development program is

to facilitate the successful achievement ofimprovement goals of schools and schoolsystems. School-focused staff developmentprograms have great potential for implement-ing and institutionalizing the innovations thatlead to school improvement. However, it isnot always easy to implement school-focusedstaff development programs, since it can bedifficult to change the professional practiceswithin a school or school system. Changingfrom a centralized to a decentralized staffdevelopment program that promotes shareddecision making and shared management ofthe program can be difficult. For this reason itis important to pay attention to change pro-cess concepts and strategies.

As a school system begins to implementschool-focused staff development, the boardof education, central office administrators,staff developers, principals, teachers and staffhave certain distinct and important responsi-bilities, including the following.

Board of Education ResponsibilitiesEstablish and revise current policy to pro-mote and support school-focused staffdevelopment programs and practices ineach of the schools within the schoolsystem

Identify priority staff development goalsthat focus on the major educational prob-lems affecting school staff and students inthe school system

Monitor progress toward the school sys-tem's goals

Budget appropriate resources to supportthe achievement of staff developmentgoals at each individual school

System Staff DevelopmentCoordinators' Responsibilities

Translate board policy and priority goalsinto the school system's strategic plan andimplementation processes

Provide overall management and adminis-trative services for the system's staff devel-opment programDevelop guidelines to help schools selecttheir priority goalsManage school system resources to sup-port school-focused staff developmentplans

Develop regulations and procedures

Assume the role of a resource person,consultant and/or facilitator

Review and approve staff developmentplans for each school

Monitor programs for each school toensure compliance with applicable rules,regulations and system priorities

Design and coordinate evaluation of theschool-focused staff development programfor the school system

Staff Developers' Responsibilities(Staff Developers may be members of cen-

tral office or school staff who assist systemstaff development coordinators.)

Work directly with the school staff as aninstructor, teacher, coach, advisor ormentor

Help identify and/or design learning expe-riences based on school needs anddevelop methods and materials

Promote continuous communicationamong various groups and individualswithin the school and school system

Explain and provide choices from whichschool staff can make decisions about staffdevelopment

Model collaboration

Help evaluate the school-focused staffdevelopment program for the schoolsystem

Principals' ResponsibilitiesInvolve school staff, community represen-tatives, parents and students in determin-ing goals and program alternativesProvide key leadership in school-focusedstaff developmentWith faculty and staff, create a clear visionand mission for the schoolEstablish norms of collegiality and experi-mentation within the schoolEncourage faculty and staff involvementon the staff development committee and instaff development activitiesEmpower school leadership to design,implement, and evaluate the school-focused staff development program in col-laboration with school staffOversee expenditure of school staff devel-opment fundsModel collaboration and team buildingProvide release time, child care and otherincentives for school staff to plan and workthrough the change processServe on the school staff developmentcommitteeAct as the head learner at the schoolProvide comfortable, adequate arrange-ments for staff development activities

6

Teacher and Staff ResponsibilitiesWork collaboratively with the principal, thestaff development committee and others toselect the school's priority improvementgoals

Help identify, design and implement staffdevelopment programs to achieve staffdevelopment goals

Support the staff development effortthrough participation in the design, devel-opment and monitoring of the programConduct in-service programs for peers

Help collect and interpret evaluative datarelated to improvement goals

Participate in the selection of school staffdevelopment committee members

School Staff DevelopmentCommittee Responsibilities

(Everyone must have the opportunity toserve on the staff development committee,although the actual membership of the com-mittee should be limited to a workablenumber. This involvement of everyone can beaccomplished by developing a process thatallows faculty and staff to help identify com-mittee membership. The planning teamshould work with the entire faculty and staffgroup to make decisions.)

Develop and submit a staff developmentplan to the system staff developmentcoordinatorRepresent the school faculty and staff andserve as an advocate of the program

Facilitate the development of a sharedvision, beliefs and priority goals for theschool

Work collaboratively with the principal andother school staff to plan, implement andevaluate school improvement efforts

Gather and share information with schoolstaff and community, mediate conflicts andpromote commitment and ownership ofschool improvement efforts

Propose staff development delivery sys-tems and strategies for accomplishingschool goals

Serve as "flag wavers" and "cheerleaders"for the school-focused staff developmentprogram

1 4

Act as change facilitatorsMake informed decisions about trainingneeds

Evaluate the staff development program atthe school

TrainingThe move to school-focused staff develop-

ment will require special awareness and train-ing programs for boards of education, systemstaff development coordinators, staff devel-opers, principals, teachers and staff to meetthe challenges necessary to change to a moredecentralized delivery system. Such trainingmay be provided in a variety of ways. Forexample, this guide could serve as oneresource; the bibliography that is includedshould be especially helpful. Outside consul-tants or colleagues who have had experiencewith a school-focused staff developmentmodel could also contribute. A training planbased on the unique needs of the school sys-tem and school should be developed.

Initial training should familiarize partici-pants with the school-focused staff develop-ment model. This training could include smallgroup discussions or large group meetingsand should be conducted very early in theprocess. If large meetings are held, smallgroup activities should be conducted as afollow-up. More extensive training must beprovided to principals, members of the staffdevelopment committees and any other keyleaders on their roles, responsibilities andother important implementation issues.

Adult LearningWhen developing training plans and activi-

ties, whether for school-focused staff devel-opment approach or any other staffdevelopment effort, planners must consideradult learning theories, principles and strate-gies. The past experiences of adults create abase for learning new ideas. In addition,learning is important to adults, who oftencome to training by choice and are usuallyinternally motivated. School-focused staffdevelopment programs must allow flexibility,full participation and empowerment of adults.

Considerations for adult learners includethe following.

1 47:3

Opportunities for adults to identify theirown need areas

Provision of resources to address theneeds

Time to implement and integrate the newlearningOpportunities to evaluate the value of thelearningOpportunities to promote and share ideaswith their peersOpportunities to participate in their ownlearningOpportunities to discuss their knowledgeand life experiences related to the trainingtopicSelf-directed activitiesProblem-centered activities that- solve a problem- address a concern- provide practical information- provide current information- apply directly to everyday experiences

Comfortable learning environmentDevelopmentally appropriate activities that- meet individual needs- use various learning approaches

Career StagesAdult growth and career stages have many

implications for school-focused staff devel-opment programs. Traditional activitiesdesigned to improve skills are appropriateduring the induction, competency-buildingand growing stages, but it is often necessaryto go beyond these levels of skill develop-ment. Planners must consider the personaland organizational influences that mayimpact an employee's performance. School-focused staff development programs mustaddress all employees through a comprehen-sive approach that will meet the needs ofboth new and veteran faculty and staff whoare at different growth and career stages.

Staff development, regardless of the deliv-ery system used, should employ an individu-alized support system with employeesmoving in and out of various career stages inresponse to personal, organizational andenvironmental influences. Teacher careerstages, which may be expanded to include all

Career StagesCareer Stage Notes of Explanation

Preservice Period of preparation for a specific professional roleInitial preparation in a college or universityRetraining for a new assignment through college or staffdevelopment courses

Induction First few years of employmentSocialization into the systemNew assignments

CompetencyBuilding

j Strive to improve skills and abilitiesSeek out new materials, methods, strategies and ideasWillingly participate in staff development training, collegecourses and conferences

EnthusiasticandGrowing

Reach a high level of competence in their jobsContinue to progress as professionalsGreat resources for identifying supportive staff

I development activities for their schoolsExcellent members of the school or system staffdevelopment committees or leadership teams

CareerFrustration

1 Frustrated or disillusioned with jobsMay suffer from burn-outMidpoint of career

..,

.:.

Stable/Stagnant

Do only that which is required, but little moreMay perform at an acceptable level, but not committed toexcellence or growth in the profession

Little motivation to participate in staff developmentopportunities

q.

,,;

.[

.,i

Career Wind-Down

Preparing to leave the professionExperience a pleasant or unpleasant period depending onthe type of experiences encountered in the profession

1

Career Exit Period after the teacher leaves the jobI Period of unemployment after job termination

May temporarily leave the career (such as maternity)Explore alternative career opportunitiesMay move to nonteaching position in education

Staff developers should be particularly interested in creating and maintaining "competency building" and"enthusiastic and growing" stages. A major challenge would be to provide incentives and redirection toindividuals with symptoms that denote "career frustration" anc: "stagnation."

Figure 2. Abstracted from Teacher Career Stages: Implications for StaffDevelopment, Burke, Christensen and Fess ler, 1984

8

employees in an education system, are illus-trated in Figure 2. (Not all teachers expe-rience all career stages illustrated in Figure 2;teachers may not experience these careerstages in this order.) Knowledge of thesecareer stages will be helpful in planning andproviding positive staff development expe-riences. School-focused staff developmentprograms and activities may provide a sourceof renewal for school staff and may preventor minimize career frustration and stagnation.Also, they may contribute to rewarding induc-tion experiences, enhance competency build-ing and provide incentives to maintain theenthusiastic and growing stage.

Training for ImplementationAs with any effective staff devel- iment

program, research-based training should beconducted before the implementation of aschool-focused staff development program.Following are examples of initial training top-ics that should be considered.

Board of EducationSchool-focused staff development back-ground, definition and characteristics

Successful staff development delivery sys-tems and practices

Roles and responsibilities of school per-sonnel within a school-focused staff devel-opment program

Expected resources and policy issues

Strategic planning

System Staff DevelopmentCoordinators

School-focused staff development back-ground, definition and characteristics

Successful delivery systems and practices


Facilitation techniques

Needs assessment strategies

Team building and collaboration skills

Effective communication skills

Shared decision-making skills

Techniques for empowering others

Change process

Adult learning theory

Strategic planning

Evaluation strategies

Staff Developers

School-focused staff development back-ground, definition and characteristics



Instructional design incorporating adultlearning theories and the change process

Effective communication and presentationskills


Evaluative strategies


Strategic planning

PrincipalsSchool-focused staff development back-ground, definition and characteristics



Shared decision making


Change process


Facilitation techniques

Effective communication and presentationtechniques

Creative techniques for resource acquisi-tion and allocation



Strategic planning15_

Teachers and StaffSchool-focused staff development back-ground, definition and characteristics

Roles and responsibilities of school per-sonnel within a school-focused staff devel-opment programSuccessful delivery systems and practices



Change process

Peer training and assistance roles


Strategic planning

School Staff Development CommitteeSchool-focused staff development back-ground, definition and characteristics

10



Team building and collaborating skills

Problem and decision-making analysisskills

Communication and presentation skills

Change process


Facilitation skills

Mediation skills


Needs assessment skills

Data analysis and presentation skills



Strategic planning

ImplementationImplementing school-focused staff devel-

opment often necessitates changes in staffbehaviors because school personnel sharethe responsibility for the success or failure ofthe program. The success of such a programhinges on a well-developed and followedimplementation plan that is flexible to allowchanges in the process. Following are fourmajor steps that schools should considerwhen adopting a school-focused staff devel-opment delivery system.

1. Organize a School StaffDevelopment Committee

Form a planning committee that includesthe principal. The planning committee shouldbe selected through a mutually agreed uponprocess by school-level personnel. Eachschool should develop criteria for selectingcommittee members unique to its staff devel-opment needs and reflecting the diversity thatexists among the faculty and staff (teaching,administration, service and noncertified).Membership criteria might include thefollowing.

Leadership

Desire to particpate

Commitment

Energy

Task-oriented skills

People-oriented skills

Communication skills

Teaching skills

Content knowledge

Training experience

2. Conduct Needs AssessmentThe move towards school-focused staff

development increases the necessity of hav-ing a well-understood procedure for conduct-ing a needs assessment. A comprehensiveschool-focused needs assessment must fitthe particular needs of a school and giveappropriate consideration to the school andschool system's strategic plans and any iden-tified priority goals. The results of the needs

assessment should yield schooi improvementgoals which reflect the school staff, commun-ity and system's visions of what the schoolcould become. The discrepancy between thevision and the current status of the schoolyields these improvement goals. Short-rangegoals should represent those viewed by theschool staff as the school's most critical,immediate needs, while long-range goals(two or more years into the future) representthe staff's vision for the school.

Needs assessment data for staff develop-ment should represent the views of theschool system, administrators, teachers, staff,students, parents, and community. Examplesof data sources would include question-naires, interviews, test data, school evalua-tions, audits and/or reviews, school/systemaccreditation studies and community surveys.

3. Design Staff Development PlanThe school-focused staff development

planning team should translate the identifiedneeds into an appropriate school-focusedstaff development plan. Staff developmentplans should be reviewed by the system staffdevelopment coordinator responsible forensuring that the school system's staff devel-opment program complies with applicablerules, regulations and system priority goals.Central office administrators may help plan-ning teams locate and coordinate resources,consultants and programs. The plan shouldinclude the following.

Goals

Activities for each goal

Personnel responsible

Timeline


Cost

The school-focused staff development planshould revolve around "SMART" goals(Zigarmi, 1989).

Specific Goals should be clear, preciseand stated in performance terms.

Measurable Goals should establishdimensions by which results will beevaluated.

Attainable Goals should be reachable.

Relevant Goals should be applicable topriorities and the improvement plan.

Trackable Goals should be monitoredand accessed periodically.

Activities should be appropriate and matchthe learning styles and needs of the partici-pants. These activities may include suchstrategies as courses, seminars, conferences,field trips, individual studies and groupprojects.

Appendices A and B include sample for-mats that may be used as guides to create aplan which meets your school system's par-ticular needs. In addition, your school systemmay have the following dated but usefulresources.

Planning Education Improvement, GeorgiaResearch and Development Utilization Pro-ject, 1978, is a package of materials anduseful information for planning andimplementing improvement projects.

Staff Development: A Set of ProceduralGuidelines, Georgia Professional Stand-ards Commission, 1986, presents guide-lines on how to develop and conduct staffdevelopment programs at the district andschool levels.

4. Implement StaffDevelopment Program

Implementation of the staff developmentplan must be continually assessed andstrengthened whenever evaluation evidencesuggests modification is needed. Whileschool-focused staff development can be del-ivered at the school site, it does not have tobe. Activities can be offered outside theschool or district and may take any approp-riate form. Staff development is school-focused when participants address a

12

school-generated goal. The training site isless important than the process used toinitiate the goal.

As with any effective staff developmentprogram, the training design should includeelements widely recognized as leading tobehavior changes in the classroom. Theory,modeling/ demonstration, practice, feedbackand coaching are essential components oftraining if new learning and skills are totransfer to the classroom. These elements arebriefly defined below. A further description ofthe training components may be found inAppendix C.

Theory Explanation and rationale for theinnovation

MOdeling/Demonstration Enactment ofthe performance strategy or skill

Practice Opportunity for initial expe-rience with the new strategy or skill

Feedback Opportunity to reflect onimplementation of new strategy or skill

Coaching Provision of support, techni-cal assistance and commitment to the par-ticipant to ensure the transfer of the newstrategy or skill to the workplace

When these training components are usedin combination, the levels of impact areconsiderable (Joyce and Showers, 1982,1983). The skill acquisition level of impactis best reached when demopnstration iscombined with discussions of the theoryand followed by practice with structuredfeedback. If consistent feedback combinedwith classroom practice is provided, skilltransfer most probably will occur. However,direct coaching on how to apply the newskills is necessary for mastery of new skills.Coaching can be provided by anyone tho-roughly familiar with the new approaches.Coaching provides encouragement, technicalfeedback, analysis of application and adop-tion of skills.

EvaluationRationale

Program evaluation is a comprehensiveprocess for providing objective and rationalinformation to help decision makers makeinformed judgments. A set of standards andobjectives form the foundation for designinga comprehensive evaluation system. Evaluat-ing the planning, processes and results is acrucial component of any staff developmentdelivery system. Planning and evaluatingprograms should be viewed as a system andnot as a series of separate steps. Evaluationprocedures and strategies for school-focusedstaff development programs follow the sameaccepted methodology, procedures andintensity employed for any formal evaluationendeavor.

There are many compelling reasons formaking the evaluation process an integralpart of all staff development efforts. As anexample, evaluation is necessary to

determine if the program or activity didwhat it was intended to do,

determine what actually happened andwhat changes and unanticipated outcomesoccurred,

diagnose weaknesses in order to streng-then the program or activity,

make informed judgments and decisionsfor future actions or programs,

ensure accountability for funding sources,

provide an intelligent response to a con-troversy and

provide feedback to staff, administrationand other interested parties.

Evaluation ModelA suggested program evaluation model is

illustrated in Figure 3. Following is a descrip-tion of the evaluation components of themodel.

Input or PreformativeEmployed when a program is initially being

planned. Determines the quality and validityof the needs assessment and assesses strate-gies and alternatives selected to achieve thechosen goals and objectives.

Process or FormativeAssesses whether the program is being

implemented as originally planned anddetects any imperfections in proceduraldesign.

Product or SummativeDetermines the degree to which the

intended goals and objectives have been met.Assesses the effectiveness of the completedprogram.

Using the Evaluation ModelThe evaluation components presented in

Figure 3 define the major categories to beconsidered when planning for evaluation. Theevaluation activities and associated questionsprovide direction for designing procedures toprovide information necessary to make soundevaluation judgments. This model should beconsidered as a system of interrelated inter-actions. It is difficult to interpret properly theresults of a program without a knowledge ofthe processes that may have led to theresults. In addition, the end results of a pro-gram should be interpreted in terms of theplanning processes.

The evaluation model shows the majordecision points that should be considered.Each decision is made by using a preplannedprocedure for objectively collecting and ana-lyzing data and other information. This pre-plan is usually in written form and is called anevaluation plan.

Evaluation PlanThe evaluation plan is developed to provide

some assurance that the evaluation is wellorganized and that appropriate information isobtained for the decision-making process.The plan should clearly establish when, whatand from whom data will be gathered. A sam-ple format to use in writing an evaluation planis presented in Appendix D. An evaluationplan should follow these steps.

1. Develop a formal purpose statement forthe evaluation. Consider who will receivethe evaluation and what kinds of evaluationquestions need answers.

2. Develop key evaluation questions thatfocus on input, process and product mea-sures. See Appendix E for examples.

3. Select evaluation activities and processesto gather information.

4. Identify people and their responsibilitiesfor carrying out the evaluation.

5. Identify target dates.

6. Prepare a written evaluation plan.

7. Implement and follow the evaluation plan.

Sequences ofEvaluation Processes

Once the evaluation plan is completed andapproved by the appropriate individuals, theevaluation process may begin. The evaluationprocess should be carried out in a systematicmanner. Harris (1989) suggested thefollowing sequence of steps for carrying outinput, process and product evaluationactivities.

14

1. Select, define and specify evaluation crite-ria or specific measurable events.

2. Select, design or adapt instruments andprocedures for measuring events related toevaluation criteria.

3. Gather and record data, using appropriateinstruments and procedures.

4. Analyze data in ways that reduce andarrange data in relation to evaluationcriteria.

5. Interpret results (findings) by comparingand contrasting them against criteria.

6. Value findings by relating them to valuesand expectations of the individuals or insti-tutions being served.

7. Decide on one or more actions that shouldlogically follow.

8. Act on the decisions so as to increaselearning opportunities for students.

1 r-t., t)

Evaluation ModelFor School-Focused Staff Development

EvaluativeComponents

Inputor

Preformative

EvaluationActivity

Needsassessment

Programplanning

EvaluativeQuestions

DecisionPoints

Where are you?What are your

needs?Where are yougoing?

How will you getthere?

What program willmeet your needs?

Selectinggoals

Selectingprograms

Processor

Formative

Implementationevaluation

Progressevaluation

What is beingdone?

What is resulting?How are you doingin getting there?

Modify/continueprogram

Productor

Summative

Outcomeevaluation

What are the endresults?Have the goalsbeen accom-plished?Have you arrived?

Continue/discontinue

program

Figure 3.

1 5

Change ProcessThe change process is one of the most

important factors to consider when planningand implementing a new approach or innova-tion. Everyone involved in the planning andimplementation phases should be aware ofthe effects of change on people. Thosewhose lives will be affected by the changewill be less resistent and less fearful if theyunderstand the change process. The schoolsystem should plan, therefore, to be sure thatthe leadership of every participating school istrained in the beginning, as a very early stepin preparing for school-focused staff deve-lopement. This will orient everyone in theschool to the issues of change. Great resist-ance in a school staff indicates that theschool is not ready to accept such change. Insuch a case, more in-depth work is neededbefore the staff will accept a school-focusedstaff development program.

Change occurs for several reasons. It maybe imposed on us by natural events or delib-erate reform, or we voluntarily participate inor initiate change when we find dissatisfac-tion or inconsistency in a current situation(Fullan, 1982). In anticipating the change, it isimportant to be aware of the major obstacles,to plan strategies to reduce them and tocreate an environment for accepting andsupporting change. If school improvementefforts are to succeed, all school personnelmust fully participate in the change process.When planning staff development programs,remember that school personnel want to haveinput in choosing and running programs.There should be less theory and more prac-tice and active participation in group andindividualized training programs that addresseveryday on-the-job needs.

There is general agreement that staffdevelopment experiences are the cornerstoneof school improvement and that effective staffdevelopment programs have the potential tobring about significant changes. Evidencesuggests that because the school is the prim-ary unit of change, school-focused staffdevelopment is likely to bring about realschool improvement. It must be understood,however, that change is a process thatrequires planning and ongoing support overan extended period.

16

BarriersBarriers to introducing change should be

carefully considered during the early plan-ning sessions for adopting, implementing andinstitutionalizing innovations. By anticipatingthese obstacles early, it is possible to planapproaches to systematically reduce the bar-riers that may accompany change. Barriersthat may present a challenge to the changeprocess include endangerment of an individ-ual's sense of security, fear that change willdiminish standards of performance, an illogi-cal view of the innovation and changes con-trary to what the majority of those affectedthink is good or necessary. Other barriersinclude poorly conceived innovations, rigidexpectations, poorly planned staff develop-ment programs, inadequate process for deal-ing with change, teacher isolation and failureto address the needs of adult learners (Valen-cia and Killion, 1988).

AcceptanceJust as there are a number of obstacles to

change, there are a number of conditions thatpromote the acceptance of change. Amongthese are shared organizational goals andpriorities, adequate human and financialresources, and a logical and soundly con-ceived innovation. Other conditions promot-ing change are well-planned staffdevelopment programs for adopting andimplementing innovation in small increments,positive reinforcement during the changeprocess, increased staff collaboration andshared decision making. Staff involvement inthe design, development and delivery of staffdevelopment programs is crucial for theacceptance and implementation of theprograms.

Collegiality and experimentation within theschool are also important in a school-focusedstaff development program. In schools wherethey are the norm, faculty and staff feel lessthreatened about risking new behaviors andare more likely to participate in candid dis-cussions with each other about their suc-cesses and failures. The school climateshould allow staff members to learn together

1 5

and to support one another through thechange process (National Staff DevelopmentCouncil, 1990).

Concerns-BasedAdoption Model

Devising strategies to minimize barriersand to promote conditions that lead to accep-tance of change has practical implications forstaff development programs. Staff developersinvolved in a school-focused program mustbe mindful of the concerns of teachers andstaff who are involved in the change process.A model that has been used to successfullyaccomplish this task is the Concerns-BasedAdoption Model (CBAM). This research-based model provides a framework for deal-ing with changes an individual undergoeswhen involved in new situations (Hall, Wal-lace and Dossett, 1973). CBAM identifiesthree stages of concern through which indi-viduals move.

Concerns about awareness of the innova-tion, gaining information and its effect onself

Concerns about the management of theinnovation

Concerns about the consequences, inter-est in collaboration with others involved inthe innovation, interest in refocusing orintegrating the ideas with own creativity

These stages of concern provide a point ofdeparture for anticipating and developingresponsible approaches as concerns arise.During the early stages of an innovation, it isuseful to spend staff development time help-ing those who are affected understand theinnovation, the necessity for the change andhow it will affect them. For those beginning touse the innovation, it is valuable to addressmanagement concerns, such as organization,time, materials and other resources. If theindividuals are experienced with the innova-tion, opportunities should be provided forsharing implementation strategies with othersand discussing how certain modificationshave proven successful. The following state-ments summarize assumptions related to theConcerns-Based Adoption Model.

Change is a process, not an event.

Change is accomplished by individuals.(Individuals must be the focus ofattention.)

Change is a highly personal experience.(Individuals are different and behavedifferently.)

Change involves developmental growth.

Change is best understood in operationalterms. (How will the change affect currentbehavior?)

The focus of facilitation should be on indi-viduals, innovations and the context. (Onlypeople can make change by altering theirbehavior.)

The CBAM model is client-centered. It ishelpful to identify the special needs of indi-viduals which will enable the change facilita-tor to provide the appropriate assistance inminimizing innovation-related frustrations(Hord, Rutherford, Hu ling-Austin and Hall,1987). Persons managing the change processshould do the following.

Explain whyProvide all the facts, explain the risks andhow risks may be anticipated andminimized.Present benefitsDiscuss objectively the benefits and howall participants may profit. Be sensitive toconcerns of personnel.Seek questions and communicateAnswer all questions candidly to keeprumors from occurring.Seek participationSeek suggestions and input continuouslyfrom those affected.

Avoid surpriseGive people time to think in order to obtainmore positive responses and keep emo-tions lower.Set standardsDeal with questions such as: When willimplementation occur? What are theexpectations? Are there rewards for suc-cess and penalties for failure?Communicate with leadersCommunicate continuously what is goingon with formal and informal leaders.PraiseProvide positive reinforcement to helpreduce anxiety.

FundingSchools need funds, controlled at the

school level, to support their own improve-ment efforts. Systems may allocate anamount to each school based on its numberof certified staff members, its number of pup-ils or some other appropriate formula.Schools with special needs may receive addi-tional funds. Allowing direct management ofsome or all of a school's budget is a powerfulway to create ownership and commitment ofa school's staff and leadership. The specificline-item allocation of these funds, therefore,should be decided by each school's staffdevelopment committee in response to thegoals and action plans developed by the

school. A portion of school staff developmentfunds may also be set aside to support staffmembers' individual improvement goals. Inthat case, granting such funds is usually theresponsibility of a school committee that fol-lows procedures established at the districtlevel to provide equity throughout the system.

In systems with decentralized budgeting,schools can also allocate funds for staffdevelopment that support improvements inspecific program areas. The principal over-sees expenditure of school staff developmentfunds, subject to review by a central officeadministrator.

Success FormulaIf the ideas presented in this guide are fol-

lowed, the result will be opportunities for anexciting and successful school-focused staffdevelopment program. Many of the sugges-tions made in this guide may already be inplace.

18

Many could be initiated through existingmechanisms, using available resources. Weurge you to explore the school-focused staffdevelopment delivery model as an importantapproach to providing staff developmentactivities for school improvement.

.i.

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Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school suc-cess. American Educational Research Journal, 19(3), 325-340.

Loucks-Horsley, S. (1989). Managing change: an integral part of development. In S.D. Caldwell(Ed.), Staff Development: A handbook of effective practices (pp. 114-125). Oxford, OH: NationalStaff Development Council.

Loucks-Horsley, S., Harding, C., Arbuckle, M., Murray, L. , Dubea, C. and Williams, M. (1987). Con-tinuing to learn: A guidebook for teacher development. Andover, MA: The Regional Laboratoryfor Educational Improvement of the Northeast and Islands.

Loucks-Horsley, S. and Hergert, L.F. (1985). An action guide to school improvement. Alexandria, VA:Association for Supervision and Curriculum Development.

Lyons, V. E. (1989). A practical approach to building-level staff development. Journal of Staff Devel-opment, 10(1), 32-34.

Marshall, J. C. (1988). A general statement on staff development evaluation. Journal of Staff Devel-opment, 9(1), 2-9.

Marshall, J.C. (1989). Assessing program effects. In S.D. Caldwell (Ed.), Staff Development: A hand-book of effective practices (pp. 92-113). Oxford, OH: National Staff Development Council.

Mathes, K.W. (1988). Promoting adult growth in a doctoral program. Journal of Staff Development,9(3), 12-16.

McCarthy, B. (1983). Improving staff development through CBAM and 4MAT systems in action. In B.McCarthy & S. Loeffler (Eds.), 4MAT system in action. Oak Brook, IL: Excel, Inc.

McGreal, T.L. (1983). Successful teacher evaluation. Alexandria, VA: Association for Supervision andCurriculum Development.

McMahon, A. (1981). The role of the school-based tutor in the professional development of teachers.Journal of Education, 163(2), 184-199.

Metzdorf, J.N. (1987). Institutionalizing staff development programs. The Journal of Staff Develop-ment, 7(1), 88-91.

Metzdorf, J. (1989). District-level staff development. In S.D. Caldwell (Ed.), Staff Development: Ahandbook of effective practices (pp. 14-25). Oxford, OH: National Staff Development Council.

Miles, M. (1980). School innovation from the ground up: Some dilemmas, New York University Quar-terly, 11(2), 2-9.

Miles, M. and Huberman, M. (1984). Innovations up close. New York: Praeger.

Murphy, J., Murphy, C., Joyce, B. and Showers, B. (1988). The Richmond County School improve-ment program: Preparation and initial phase. Journal of Staff Development, 9(2), 36-41.

National Staff Development Council. (1990). Staff development tips for principals. Oxford, Ohio: NSDC.

22 6 ,1=

Ohio Department of Education. (1983). Staff Development Leadership: A Resource Book. Columbus:Ohio Department of Education.

Ohio Department of Education. (1984). Staff Development Leadership Teams: A Training Manual.Columbus: Ohio Department of Education.

Parkay, F.W. and D'Amico, S.B. (1989). Empowering teachers for change through faculty-drivenschool improvement. Journal of Staff Development, 10(2), 8-15.

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Saxl, E.R., Lieberman, A. and Miles, M.B. (1987). Help is at hand: New knowledge for teachers asstaff developers. Journal of Staff Development, 8(1), 7-11.

Shoemaker, J. and Fraser, H.W. (1981). What principals can do: Some implications from studies ofeffective schooling. Phi Delta Kappan, 63. 178-182.

Showers, B. (1985, April). Teachers coaching teachers. Educational Leadership, 42, 43-48.

Solo, L. (1985). School site staff development: Structures and processes. Education and UrbanSociety, 17(3), 332-340.

Sparks, D. and Loucks-Horsley, S. (1989). Five models of staff development for teachers. Journal ofStaff Development, 10(4), 40-59.

Sparks, G. (1983, Nov.). Synthesis of research on staff development for effective teaching. Educa-tional Leadership, 41(3), 65-72.

Sparks, G., Nowakowski, M., Hall, B., Allec. R. and lmrick, J. (1985, March). School improvementthrough staff development. Educational Leadership, 42, 59-61.

Sparks, G.M. and Simmons, J.M. (1989). Inquiry-oriented staff development: using research as asource of tools, not rules. In S.D. Caldwell (Ed.), Staff Development: A handbook of effectivepractices (pp. 126-139). Oxford, OH: National Staff Development Council.

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23 1 6 t)

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Wu, P.C. (1988). Why is change difficult? Lessons for staff development. Journal of Staff Develop-ment, 9(2), 10-15.

Zigarmi, P. (1981, May). Leadership and school climate: A data-based approach to administrativetraining. Journal of Staff Development, 2, 93-115.

Zigarmi, P. (1989, November). You can't expect an empty bag to stand straight. Paper presented atthe conference of the National Staff Development Council, Anaheim, California.

1 6 t)

24

Clarke CountyStaff Development Plan

Clarke County School DistrictSchool-Based Staff Development

School-based staff development has been aformal part of professional growth in th4 ClarkeCounty School District for the past five years.During that time, school-based staff develop-ment has evolved from competitive proposals toequitable plans. Moreover, school-based staffdevelopment has grown from isolated activitiesto integrated, multi-year projects. Most schoolsno longer view staff development as somethingextra; rather, they see staff development as anintegral component of the total educationalprogram.

Planning for school-based staff developmentbegins in January or February with a needsassessment. For the past two years ClarkeCounty has used a modified version of the BenHarris open-ended needs assessment model,developed at the University of Texas. Certifi-cated personnel throughout the district areasked to identify their top three priorities for staffdevelopment at the district, school, and individ-ual levels. School priorities are summarized andreturned to each school for further analysis.Using this needs assessment as a startingpoint, school staff development plannerscompare the priorities to those which haveemerged in achievement, testing, self studies,and other data sources.

When the State Department of Educationreleases staff development funding allotmentsand staff development rules and regulations forthe upcoming fiscal year, schools are asked tobegin their planning officially. Half of the moniesallowed for regular staff development programsgo to the schools; each building receives ashare of that amount based on the number ofcertificated personnel assigned for the upcom-ing year. Along with the budget information,schools receive a calendar of staff developmentdeadlines, usually ranging from the first week inApril to the last week in May. Schools are alsogiven forms for outlining their staff developmentplans. The forms require dates, needs areas,objectives, activities, number of participants,evaluation methods, consultants, and costs. Ifan activity is to result in staff development units,an application must be prepared. Both theoverall plans and the SDU app'ications must be

26

submitted to the district staff development com-mittee.

As the schools develop their staff develop-ment plans, several kinds of assistance areavailable. The staff development director setsup planning assistance days for building-levelpersonnel. On those days help may range frombrainstorming to precise technical details. Also,the staff development director accesses re-sources books, videos, program descriptions,consultants to schools. District directors andcurriculum coordinators work one-on-one withthe schools as necessary to design specificactivities. Several of the schools have createdstaff development plans which include funding,materials, and consultants from such sourcesas the national Endowment for the Humanities.Additionally, RESA generalists link schools toprograms and people available beyond thesystem.

School-based plans may connect with Profes-sional Development Stipends. If a schoolactivity results in staff development units, facultymembers are eligible to apply for PDS funds.Over the past three years, several facultieshave designed courses which addressedschool-specific problems and which allowed forearning both credit and stipends.

When the school plans are completed andapproved, they become part of the District Com-prehensive Staff Development Plan. Copies ofthe total plan are disseminated through staff de-velopment committee members in order forschools to be aware of what others are doing.Some schools have joined together for activitiesand thus stretched their staff developmentdollars.

As schools become more and more proficientin staff development planning and implementa-tion, staff development changes from being"something we do" to being "the way we dothings." As the staff development processevolves, teachers are being tapped more andmore as the source for designers and instruc-tors. Ultimately, students are the beneficiarieswhen staff development is owned by thepersons who impact directly on classrooms.

Calendar For Preparation ofFY91 Clarke County School District

Comprehensive Staff Development Plan

April 5 i

i

Staff Development Information to Leadership Team

April 11 Instructional Meeting - Staff Development Planning

April 12 1 Professional Development Stipend Information andApplications to District Certified Personnel

April 23 Staff Development Planning Assistance Day (call foran appointment.)

April 25 Staff Development Committee Meeting - Preparationfor Consideration of Plans and Course Proposals

April 30 Staff Development Planning Assistance Day (call foran appointment.) ,

May 9 Deadline for Staff Development Plans and CourseProposals

May 11 Submit Stipend Applications to Principals/Supervisors

May 14 Principals/Supervisors Send Stipend Applications toStaff Development Office

May TBA Staff Development Committee Meeting -Consideration of Plans and Course Proposals

May 30 Submit FY91 CCSD Comprehensive StaffDevelopment Plan to State Department of Education

Scho

ol o

r D

epar

tmen

t:__

Cla

rke

Cou

nty

Sch

ool D

istr

ict

1990

-91

Sta

ff D

evel

opm

ent P

lan

Prep

ared

by:

Dat

eN

eed

Are

a(s)

Obj

ectiv

eA

ctiv

ityP

artic

i-pa

nts

Eva

luat

ion

Per

son/

Age

ncy

Res

pons

ible

Cos

t

l7

Appendix B

Richmond CountySchool-Based

Staff Development Plan

Richmond County Staff Development DepartmentSchool-Based Staff Development Programs

"Schools become outstanding when schoolimprovement is prominent among their features."

I. Position StatementThe most effective staff development is school

based. Research indicates that the school, notthe teacher, is the unit for change. Centering orindividual needs, in absence of an institutionalfocus, is fragmented effort that has little effect onchange.

II. The GoalThe goals of school-based staff development

programs should be

to improve the achievement of students

to organize the school in such a way thatteachers regularly engage in

the study of curriculum content

the process of teaching

- the development of school climates thatfoster learning

III. The ScopeA school staff development plan should

include all training expectations, including thoseidentified by the school leadership team andthose specified by system departments.

IV. The RequirementTo meet the above stated goals, school staff

development programs should be based onwhat is known about effective staff developmentpractices, which includes training for a change inbehavior (transfer).

V. The ProcedureFor funding of school-based programs, the

Instructional Council is to:

1. Develop a proposal that focuses on one or acombination of the following:

a. development of teaching strategies

b. study of curricular content, such as

- mathematics manipulatives

- science manipulatives

c. development of a school climate thatfosters learning

2. Specify in the plan the specific training objec-tives. The content of the program and how theparticipants will be trained (the process) is tobe clearly defined.

3. Include in the plan a// school-based staff devel-opment activities for the year, including thosethat do not require funding such as thosesponsored by system departments. This willgive those who evaluate the plan, a look atthe total program.

4. Complete a budget. It is to be used forrequesting funds that are needed to carry outthe plan.

5. Send the Plan and Budget to Director of StaffDevelopment before June 1.

VI. CautionA school staff development plan would not be

a plan to travel. In the past, a majority of theplans submitted for funding have been exclu-sively for conference attendees.

1 7,

30

Richmond County School SystemDepartment of Staff Development

Staff Development Plans

Planand

Budgetdue June 1

School/Department: Date:

School's MOT Status

1989-1990:Currently a Phase I, II, Ill schoolCurrently has team being trained and team willcontinue

1990-1991:Option A, begin Summer 1990Option B, on-site year long trainingOption C, on-site first or second year semestertrainingOption D, team will enroll in semester course atSDCNo involvement

Objective #1:

Timeline.

Trainer:

Approximate cost, if any:

Process (how)

If credit is an option:# of contact hours

# hours of independent work

Content (what)

31

Objective #2

Timeline-

Trainer


Process (how)

If credit is an option:

# of contact hours


Content (what)

Objective #3:

Timeline:

Trainer:

Approximate cost, if any

Process (how)

If credit is an option:# of contact hours


Content (what)

Objective #4

Timeline:

Trainer:


Process (how)

If credit is an option:

# of contact hours


Content (what)

I %.)

32

Bud

get

Sch

ool/D

epar

tmen

t:D

ate

No

fund

s w

ill b

e ap

prov

ed fo

r an

act

ivity

that

is n

ot p

art o

f the

pla

n.

Eac

h bu

dget

item

mus

t be

mat

ched

to a

n ob

ject

ive

on th

e pl

an.

No

expe

nditu

re w

ill b

e pr

oces

sed

for

paym

ent t

hat i

s no

t ite

miz

ed o

n th

is b

udge

t she

et.

All

requ

isiti

ons

to p

ay fo

r se

rvic

es a

nd to

ord

er m

ater

ials

mus

t be

sent

to th

e S

taff

Dev

elop

men

t Offi

ce.

The

Sta

ff D

evel

opm

ent O

ffice

will

ass

ign

an a

ccou

nt n

umbe

r to

eac

h re

quis

ition

that

mus

t be

sign

ed b

y th

e S

taff

Dev

elop

men

t Dire

ctor

.

I. P

urch

ased

Ser

vice

sN

ame

of T

rain

erA

genc

yA

ppro

x. D

ate

Tot

al #

of C

onta

ct (

trai

ning

) H

rs.

App

rox.

Cos

t Obj

ectiv

e

H. R

elea

se T

ime

# of

Tea

cher

s

Sub

tota

l'

Pur

pose

(be

spe

cific

)H

alf o

r F

ull D

ayW

eek

ofA

ppro

x. C

ost

Obj

ectiv

e #

Sub

tota

l.III

. Tra

inin

g M

ater

ials

(N

o eq

uipm

ent.

Mat

eria

ls N

OT

for

stud

ent

use.

)

Nam

e of

Item

Typ

e of

item

Ven

dor

# of

Item

sA

ppro

x. C

ost

Obj

ectiv

e #

1_7;

Sub

tota

l:_

_

17

IV. T

rave

l (F

or tr

aini

ng p

urpo

ses

that

are

mat

ched

to o

bjec

tives

) S

ee A

ttach

men

t

Nam

e of

Sta

ff M

embe

rP

urpo

se o

f Tra

vel

Des

tinat

ion

App

rox.

Dat

eM

ileag

eLo

dgin

gM

eals

Obj

ectiv

e #

Sub

tota

l:V

. Con

fere

nces

(F

or tr

aini

ng p

urpo

ses

that

are

mat

ched

to o

bjec

tives

)

Nam

e of

Sta

ff M

embe

rO

rgan

izat

ion

Loca

tion

Dat

eR

egis

trat

ion

Fee

Obj

ectiv

e I

Sub

tota

l:V

I. O

ther

(E

xpen

ses

not c

over

ed in

abo

ve c

ateg

orie

s. F

ood

is n

ot a

n al

low

able

exp

endi

ture

!)

Item

Pur

pose

Cos

tO

bjec

tive

I

Bud

get S

umm

ary:

Sub

tota

ls: S

ervi

ces

Rel

ease

Tim

e

Mat

eria

lsT

rave

l

Con

fere

nce

17,

Oth

erT

otal

Req

uest

ed:

____

___

_ _

_17

(.1,

Tot

al A

ppro

ved:

__

App

rove

d B

y:_

__

_

Sig

natu

re o

f Prin

cipa

l/Dire

ctor

Dat

e

Sub

tota

l:

App

endi

x C

Com

pone

nts

of E

ffect

ive

Inse

rvic

e T

rain

ing

Com

pone

ntW

hat i

t Doe

sH

ow to

Do

itW

hat G

ood

is it

?C

omm

ents

The

ory

Pro

vide

s ra

tiona

le a

ndde

scrip

tion

of th

e sk

illor

tech

niqu

e, in

clud

ing

pote

ntia

l use

s.

Rea

ding

s, le

ctur

es,

film

s, d

iscu

ssio

ns.

Rai

ses

awar

enes

s;in

crea

ses

conc

eptu

alco

ntro

l of a

sub

ject

.

Whe

n us

ed a

lone

,th

eory

rar

ely

resu

lts in

skill

acq

uisi

tion

ortr

ansf

er o

f ski

lls in

toth

e cl

assr

oom

.

Mod

elin

gor D

emon

stra

tion

Ena

cts

the

teac

hing

stra

tegy

or

skill

.Li

ve d

emon

stra

tion

with

chi

ldre

n or

adu

lts;

film

s, te

levi

sion

, or

othe

r m

edia

.

Has

con

side

rabl

eef

fect

on

awar

enes

s;so

me

effe

ct o

nkn

owle

dge;

incr

ease

sm

aste

ry o

f the

ory.

Mod

elin

g al

one

is u

n-lik

ely

to r

esul

t in

the

ac-

quis

ition

or

tran

sfer

of

skill

unl

ess

acco

mpa

n-ie

d by

oth

er c

ompo

nent

s.

Pra

ctic

e

Giv

es e

xper

ienc

e w

itha

new

ski

ll or

str

ateg

y.S

imul

atio

n of

the

even

tw

ith p

eers

or

smal

lgr

oups

of c

hild

ren.

Onc

e aw

aren

ess

and

know

ledg

e ha

ve b

een

achi

eved

, pra

ctic

e is

an

effe

ctiv

e w

ay o

f acq

uir-

ing

skill

and

str

ateg

ies.

Pra

ctic

e is

an

extr

emel

y ef

fect

ive

way

to d

evel

op c

ompe

tenc

ein

a w

ide

varie

ty o

fcl

assr

oom

tech

niqu

es.

Fee

dbac

k

Offe

rs a

sys

tem

for

obse

rvin

g te

achi

ngbe

havi

or a

nd p

rovi

des

the

oppo

rtun

ity to

refle

ct o

n te

achi

ng.

Can

be

self-

adm

in-

iste

red;

pro

vide

d by

peer

s, o

bser

vers

,co

ache

s, o

n a

regu

lar

basi

s.

Res

ults

in g

reat

eraw

aren

ess

of o

ne's

teac

hing

beh

avio

r an

dkn

owle

dge

abou

tal

tern

ativ

es.

Cha

nges

in b

ehav

ior

will

pers

ist a

s lo

ng a

s fe

ed-

back

con

tinue

s; th

enbe

havi

ors

grad

ually

re-

turn

to th

e or

igin

al p

oint

.

Coa

chin

g

Sup

plie

s su

ppor

t,te

chni

cal a

ssis

tanc

e,an

d co

mm

itmen

t to

the

teac

her.

Use

s ot

her

teac

hers

,su

perv

isor

s, p

rofe

ssor

s,cu

rric

ulum

con

sulta

nts

as c

oach

es.

Hel

ps te

ache

rs to

anal

yze

cont

ent a

ndap

proa

ch a

nd m

ake

plan

s to

hel

p st

uden

tsad

apt.

Thi

s el

emen

t is

espe

cial

-ly

nec

cess

ary

in th

e m

as-

tery

of n

ew a

ppro

ache

sor

ski

lls; i

t enc

oura

ges

impl

emen

tatio

n.

(Rep

rodu

ced

from

Sta

lt de

velo

p ne

nt le

ader

ship

team

s A

trai

ning

man

ual.

(198

4). C

olum

bus,

Ohi

o. O

hio

Dep

artm

ent o

f Edu

catio

n). T

aken

from

Joy

ce, B

., an

d S

how

ers,

B. (

Feb

ruar

y, 1

980)

. Im

prov

ing

inse

rvic

etr

aini

ng: T

he m

essa

ges

of R

esea

rch.

Edu

catio

nal L

eade

rshi

p, 3

7, 3

7938

5.

ttl

Appendix DEvaluation Plan Format

Purpose:

EvaluationQuestions Activities

Target Dates

Responsibility Start Finish

i,,

37

Appendix EEvaluation Questions

EvaluationComponent Sample Evaluative Questions

Input Did the needs assessment processproduce actual needs?

Input Was the selected activity the bestalternative?

Input/Process Were activitities adequately planned?Delivered?

Process/Input What are the attitudes of the staffduring the delivery of the activity?

Process Were appropriate instructionalmaterials used? Strategies?

Product Were the goals of the staffdevelopment activity met?

Product How did participants benefit?

Product Are staff/teachers performing differentlyafter completing the activity?

Product In what way did students of teachersparticipating in staff developmentactivities benefit?

1 C:

39

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (TitleIX of the Educational Amendments of 1972 and Title II of the Vocational Education Amendments of 1976); or handicap (Section504 of the Rehabilitation Act of 1973) in educational programs or activities receiving federal financial assistance.

Employees, students and the general public are hereby notified that the Georgia Department of Education does not discnminate inany educational programs or activities or in employment policies.

The following individuals have been designated as the employees responsible for coordinating the department's effort to imple-ment this nondiscriminatory policy.

Title II Audrey Reid, Vocational Equity CoordinatorTitle VI Josephine Martin, Associate State Superintendent of Schools, CoordinatorTitle IX Ishmael Childs, CoordinatorSection 504 Wesley Boyd, Coordinator

Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may beaddressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334: to the RegionalOffice for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of theCivil Rights Act of1964); sex (Title IX of the Educational Amendments of 1972 and Title II of the Vocational Education Amendmentsof 1976); or disability (Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act of

1990) in educational programs or activities receiving federal financial assistance.

Employees, students and the general public are hereby notified that the Georgia Department of Education does notdiscriminate in any educational programs or activities or in employment policies.

The following individuals have been designated as the employees responsible for coordinating the department's

effort to implement this nondiscriminatory policy.

Title II Billy Tidwell, Vocational Equity CoordinatorTitle VI Bill Gambill, Associate State Superintendent of Schools, CoordinatorTitle IX Ishmael Childs, CoordinatorSection 504 and ADA Wesley Boyd, Coordinator

Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 and ADA to the policies andpractices of the department may be addressed to the persons listed above at the Georgia Department of Education,Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office

for Civil Rights, Education Department, Washington, D.C. 20201.

The Georgia Department of Education does not discriminate in employment or educational activities on the basis of

race, color, national origin, sex or disabilities.

Georgia Department of EducationOffice of Administrative Services

Georgia Education Leadership AcademyStaff Development Services Unit

1862 Twin Towers EastAtlanta, Georgia 30334-5030

August 1992

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