ERIC Number: ED167206
Record Type: RIE
Publication Date: 1979-Mar-9
Reference Count: 0
Community College Staff Development: The Teachers' Perspective.
Buchan, Robin G.
Many teachers resist staff development programs because they believe that "staff development" is a euphemism for "staff evaluation" and are suspicious of an administration collecting quantitative material on teaching for any reason. Similarly, there exists a competitiveness among teachers that precludes complete trust. In recent years, an increase in staff development has been seen that is proportional to declining student enrollments. However, many teachers have been exposed to unworkable, ill-thought-out and potentially destructive schemes presented as a panacea to all of a school's problems. Three types of staff development activities have been identified: "self-evaluation," the "in-house expert," and the "invited consultant." Self-evaluation is typically tried first; generally, however, little attention is given to ways of measuring improvement. In-house experts are usually teachers with well-attended classes, who are accepted by students and staff; however, they seldom have professional training to teach teachers to teach. The invited consultant faces the problem of being viewed as one who is more interested in enlarging a vita and reputation than in significantly assisting instruction. Since staff resistance has acted as a brake on the thrust of staff development programs, it is now time for directors of these programs to become familiar with the needs and goals of their staff and to establish mutual trust. A bibliography is included. (MB)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Community College Social Science Association Conference (San Diego, California, March 9, 1979)