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Journal of Staff Development | 17 |
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Saban, Joseph M.; And Others – Journal of Staff Development, 1994
Staff development planners, trainers, and evaluators can increase the impact of the staff development activities when they view their work from multiple perspectives using the Centric Reflection Model. The model offers a visual representation of various types of reflection that can occur in training design, delivery, and evaluation. (SM)
Descriptors: Egocentrism, Elementary Secondary Education, Holistic Approach, Models

Simmons, Joanne M. – Journal of Staff Development, 1982
A six-stage evaluation model is described for gathering data concerning the relative cost-effectiveness of alternative professional development activities which share common objectives. The model specifies the type of cost effectiveness data to gather and the analysis procedures to use in comparing the relative costs and effectiveness of the…
Descriptors: Accountability, Budgeting, Cost Effectiveness, Databases

Desrochers, Cynthia G.; Klein, Sheryll R. – Journal of Staff Development, 1990
A successful, large-scale staff development program at a Colorado elementary school is described. The article focuses on initial district administrative support, transition to a teacher-directed program, and the voluntary peer coaching program which kept the excitement alive and ensured that training was firmly incorporated into teachers' daily…
Descriptors: Elementary Education, Faculty Development, Models, Peer Teaching

Crosby, Jeanie – Journal of Staff Development, 1982
Six areas of staff development program evaluation in which participants may be meaningfully involved are: (1) clarification of the program's goals; (2) development of a design for the evaluation study; (3) development of methods for measurement; (4) analysis of information; (5) response to evaluation instruments; and (6) reporting on an evaluation…
Descriptors: Data Analysis, Educational Objectives, Evaluation Methods, Measurement Techniques

Boyd, Robert H.; Chenoweth, Richard R. – Journal of Staff Development, 1989
This article describes a professional development six-part model based on a holistic approach which assumes that educators' professional behavior is not influenced by a single factor in their professional environment, but by the totality of their educational and professional experience. (IAH)
Descriptors: Educational Environment, Elementary Secondary Education, Holistic Approach, Inservice Teacher Education

Lipton, Laura; Greenblatt, Ruth – Journal of Staff Development, 1992
Discusses the need for coordinated efforts between an organization and its staff development support that are congruent with the articulated goals of the district, the school sites, and individual members of the organization. Strategies are presented for changing the role of staff developers in renewal efforts that support a learning organization.…
Descriptors: Change Strategies, Educational Change, Elementary Secondary Education, Institutional Cooperation

Wood, Fred H. – Journal of Staff Development, 1982
A model program, developed by the Institute for the Development of Educational Activities (/I/D/E/A), to prepare staff development specialists for school improvement projects is described. In this model, trainees experience the staff development processes they will be implementing in schools during their training.
Descriptors: Educational Improvement, Elementary Secondary Education, Inservice Education, Institutes (Training Programs)

Ellis, Susan S. – Journal of Staff Development, 1982
Goals for the development of building level staff development in the Greenwich, Connecticut evaluation model include: (1) evaluating information sharing; (2) evaluating staff interests and concerns; (3) evaluating the acquisition of new skills, techniques, and strategies; and (4) evaluating the sense of community and commitment among staff in the…
Descriptors: Attitude Measures, Educational Cooperation, Educational Environment, Educational Objectives

Henkelman, James H.; Warner, Friedel U. – Journal of Staff Development, 1993
Action science is a communication technique that staff developers can use to increase interpersonal competence and problem-solving skills in schools engaged in the process of school transformation. An example of the action science intervention at a Maryland elementary school is presented. (SM)
Descriptors: Action Research, Change Strategies, Collegiality, Communication Skills

Weissglass, Julian – Journal of Staff Development, 1991
Presents a model for educational change based on the assumption that education requires personal transformation and improved collegial relationships. There are two realities about educational change: many aspects of classroom operation are under teacher control, and teachers have feelings about what they do. The article makes recommendations for…
Descriptors: Change Strategies, Classroom Environment, Collegiality, Consciousness Raising

LaBonte, Karen; And Others – Journal of Staff Development, 1995
Whole-faculty study groups show promise as a vehicle for integrating initiatives and focusing school improvement efforts on increased student learning. The paper describes the San Diego Unified (City) School District's experiences in developing and implementing successful whole-faculty study groups. The groups increased collegiality and improved…
Descriptors: Agency Cooperation, Collegiality, Educational Change, Educational Improvement

Sparks, Dennis – Journal of Staff Development, 1990
An interview with Robert Garmston, California State University professor, details the cognitive coaching model for supervision or peer coaching of principals, department heads, and teachers. The model is based on the principles that all people can change and therefore develop intellectually, and that teacher performance is based on decision-making…
Descriptors: Cognitive Ability, Cognitive Development, Elementary Secondary Education, Higher Education

Pisano, Anita; Tallerico, Marilyn – Journal of Staff Development, 1990
Factors which influenced the success of a New York staff development program designed to improve student writing included district commitment, voluntary participation, in-district training workshops, on-site support, principals' support, parents' understanding, and continuous followup. Teachers learned the importance of seeing content first and…
Descriptors: Content Area Writing, Elementary Secondary Education, Guidelines, Inservice Teacher Education

Sparks, Dennis; Loucks-Horsley, Susan – Journal of Staff Development, 1989
This article organizes what is known about teacher staff development into five models currently being espoused and used. Supporting theory and research on these models are reviewed, and a description is given of what is currently known about the organizational context that is required to support successful staff development efforts. (Author/IAH)
Descriptors: Clinical Supervision (of Teachers), Curriculum Development, Educational Environment, Elementary Secondary Education

Parkay, Forrest W.; Damico, Sandra Bowman – Journal of Staff Development, 1989
This article describes the development of a seven-step faculty-driven school improvement model and provides a case study of how the model is currently being implemented at a central Florida middle school. The model empowers teachers to design staff development programs based on their own needs. (IAH)
Descriptors: Case Studies, College School Cooperation, Educational Environment, Educational Improvement
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