ERIC Number: ED189679
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Staff Development. Research Action Brief Number 10.
ERIC Clearinghouse on Educational Management, Eugene, OR.
Although much research on staff development is unenlightening for school administrators, a few studies have useful findings. The four studies reviewed here suggest a number of guidelines for choosing staff development programs. The best programs appear to be those that do not utilize lectures but instead emphasize demonstrations and opportunities for teachers to practice new skills and receive feedback. Programs should be individualized to address the requirements of each participant and relate to on-the-job needs. Research indicates that programs are better if they are ongoing, school-based projects rather than short workshops or courses. Observations of other teachers who have mastered the innovation are helpful. Paying teachers to participate in staff development is not particularly useful. Principals ought to be knowledgeable about and supportive of the program but should not have full responsibility for planning programs. Teachers want, and should be given, ongoing participation in project decisions. Regular, relevant project meetings are important. Research results were ambiguous about whether local resource personnel or outside consultants make better trainers. (Author/JM)
Descriptors: Administrator Responsibility, Administrator Role, Demonstrations (Educational), Educational Research, Elementary Secondary Education, Faculty Development, Individualized Instruction, Inservice Teacher Education, Literature Reviews, Principals, Teacher Attitudes, Teacher Participation, Teachers
ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 (free)
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.