ERIC Number: ED093453
Record Type: Non-Journal
Publication Date: 1973
Reference Count: N/A
Individualizing Professional Development for Educational Change Agents.
Paul, Alice; Meredith, Keith
The major portion of this report is devoted to a description of the objectives, training strategies, evaluation strategies, and recommendations of the two 1973 summer Institutes for Program Assistants and Field Representatives of the Tucson Early Education Model (TEEM) Program. Within the TEEM program, education is viewed as a continuous process, necessitating a kind of "delivery system" to insure a constant cycle of communication concerning research and development between classroom personnel and training personnel. TEEM training programs are designed: (1) to insure a "delivery system" which allows for a constant interaction between classroom practice and program development, and (2) to allow the empirical data collected to be used to develop future training programs. To implement an effective training design for TEEM classroom personnel, an individualized program has been constructed in the specialized educational roles of various educational change agents in the program have been defined. Field representatives function to disseminate operational understanding of the educational program and strategy to Program Assistants (trainers of teachers) who disseminate operational understanding of the classroom program to teachers and teacher assistants working in TEEM classrooms. The report appendixes include detailed information on training schedules, behavioral objectives, instructional objectives, bibliographies, planning sessions, and assessment questionnaires. (CS)
Descriptors: Behavioral Objectives, Change Agents, Change Strategies, Early Childhood Education, Individualized Programs, Institutes (Training Programs), Program Descriptions, Program Evaluation, Questionnaires, School Schedules, Summer Programs, Supervisory Training, Teacher Education, Training Methods, Training Objectives
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Educational Research and Development.