ERIC Number: ED410201
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
A New Vision for Staff Development.
Sparks, Dennis; Hirsh, Stephanie
This book explores how three ideas, results-driven education, systems thinking, and constructivism, are shaping a new direction in staff development in schools. Results-driven education judges the success of schooling by what students actually know and what they can do as a result of their time in school. Systems thinking is a framework for seeing interrelationships rather than things. Constructivism views learners as creators of their own knowledge structures rather than receiving them from others. The book describes how the focus has shifted from the district to the school level, from fragmented efforts to comprehensive plans, from adult needs to student needs, from off-site training to job-embedded training, and from generic skills to a combination that includes content-specific skills. Among chapter topics are: individual development and organizational development, school-focused approaches, student needs and learning opportunities, job-embedded learning, adding content-specific learning to generic approaches, spreading responsibility for staff development, performance improvement, and staff development as central to reform efforts. Extensive examples are used from districts and schools that have implemented the "new" staff development. These are described through first-hand accounts from practicing educators. A networking resource list is appended. (Contains 17 references.) (JLS)
Descriptors: Constructivism (Learning), Curriculum Development, Educational Change, Elementary Secondary Education, Futures (of Society), Higher Education, Job Skills, Models, Outcome Based Education, Staff Development, Systems Approach, Teacher Education, Teacher Improvement, Thinking Skills
Association for Supervision and Curriculum Development, 1250 N. Pitt St., Alexandria, VA 22314-1453 ($14.95 ASCD member; $17.95 non-member).
Publication Type: Books; Opinion Papers
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: National Staff Development Council, Oxford, OH.; Association for Supervision and Curriculum Development, Alexandria, VA.