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ERIC Number: ED214868
Record Type: Non-Journal
Publication Date: 1982-Feb
Pages: 61
Abstractor: N/A
Reference Count: N/A
Implementation and Assessment of a School Staff Development Model for Changing School Climate and Teacher Stress. Revised.
Gress, James R.; Inglis, Joan D.
A Teachers Corps staff development project involved the collaboration of a school district, the community, and a college of education in a variety of activities designed to improve school climate and to reduce teacher stress. Descriptions are given of the needs assessments conducted among school staff, students, and community members from the Springfield (Ohio) Local Schools district, the Springfield Township and Village of Holland, and the College of Education and Allied Professions at the University of Toledo. Findings were synthesized into program goal statements for both district-wide and individual school priorities. Staff development activities included graduate-level courses, credit and noncredit workshops, curriculum development, and mini-grant activities. Assumptions on which the planning of these activities is based are detailed. A teacher institute was conducted during the summer and fall of 1980 and was attended by 55 teachers and principals. Goals of and presentations given at this institute are listed. Followup presentations and an ongoing staff assessment which measured the effectiveness of the teacher institute are also described. Results of assessments indicate that most participants successfully implemented specific skills and strategies in their classroom practice. Evaluation of the staff development program was accomplished through surveys responded to by the teacher and administrator participants. Positive changes toward the stated goals were observed in many schools, although negative views toward the program were also expressed. Tables displaying school needs and program goals and activities are included. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A