ERIC Number: ED215990
Record Type: RIE
Publication Date: 1979-Feb
Reference Count: 0
Inservice Best Practices: The Learnings of General Education.
A composite model of exemplary inservice education, derived from a selection of comprehensive sources and basic references in the field, is described. In examining best practice statements, differentiation was made between three domains of inservice. The procedural domain includes chiefly political questions of control, support, and delivery of inservice activities. Within the substantive domain, criteria for deciding issues are technical (In what manner and sequence will needed skills be taught?). Philosophical questions lie within the conceptual domain (What are the purposes of inservice education?). Discussion is presented of the areas within each of these domains where researchers and practitioners have reached a consensus of the best practices for designing, developing, and delivering successful inservice programs. Under the procedural domain, best practices statements prescribe that: (1) Decision-making should be an authentic collaboration of inservice clients, providers, and relevant constituencies; (2) Incentives for participating in inservice programs should emphasize intrinsic professional rewards; (3) Inservice programs should be explicitly supported at the outset by district and building administrators; (4) Outside agencies/consultants may be helpful in support roles; (5) Implementation strategies should include continual professional growth activities and the local development of materials within a framework of collaborative planning; (6) The design of inservice programs should be complex and ambitious; (7) Inservice programs should be planned in response to assessed needs; (8) Inservice trainers should be competent; (9) The school site should be the locus of inservice activities; and (10) The evaluation of inservice should be a collaborative venture whose primary purpose is to assist with planning and implementing programs. Best practices in the substantive domain stated that: (1) The content of inservice should be derived from assessed needs; (2) Inservice content should be directed toward changing teaching, not student behavior; and (3) The process of inservice education should model good teaching. Conceptual domain best practices included: (1) Inservice education should follow a developmental, not a deficit model; and (2) Inservice should be an integral part of the total school program. (JD)
Publication Type: Reports - Descriptive; Information Analyses
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Authoring Institution: National Inservice Network, Bloomington, IN.