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ERIC Number: ED264645
Record Type: Non-Journal
Publication Date: 1985
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Everyday Acts: Staff Development as Continuous and Informal Routine. Draft Copy.
McEvoy, Barbara
The informal efforts of principals to encourage the professional development of teachers may be more significant than the formal programs. The Instructional Management Project was undertaken by Far West Laboratories (San Francisco, California) to increase understanding of these informal efforts. One aspect of the research involved school observations and interviews with selected school principals, teachers, and students, as well as the administration of the Instructional Organization Instrument. The principals' routine behaviors were assigned to nine categories: goal setting and planning; monitoring; evaluating; communication; scheduling, allocating resources, and organizing; staffing; modeling; governing; and filling in for other staff members. The targets for these actions were also categorized: work structure, staff relations, student relations, safety and order, plant and equipment, community relations, and institutional ethos. All principals spent over half their time communicating. Those who effectively encouraged staff professional development focused comparatively heavily on professional matters in informal exchanges. Six kinds of informal activities of principals were found typical of efforts to initiate or reinforce teacher development: disseminating information about formal development opportunities; disseminating professional materials; focusing professional interest around specific themes; soliciting teacher responses to educational concerns; encouraging experimentation and innovation; and publicizing teacher achievements. Examples of such behaviors are cited, and a three-page bibliography is included. (PGD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.