School safety and security has become a topical issue internationally that concerns both educational research and policy. However, whereas several studies have focused on technical safety, less attention has been given to comprehensive safety and security management (SSM) and policies enhancing schools' safety culture. In order to provide new…

Background: In 2010, the Louisiana Asthma Management and Prevention Program (LAMP) implemented the Asthma-Friendly Schools Initiative in high-risk Louisiana populations. The social ecological model (SEM) was used as a framework for an asthma program implemented in 70 state K-12 public schools over 2 years. Methods: Activities included a needs…

Describes the planning cycle being used in the Lincoln, Nebraska, schools and explains the role of staff development in the total program improvement model. (Author/IRT)

Two cornerstones to professional growth may be the right of educators to say "I don't know how" and their use of the appropriate planning tools for learning new skills and knowledge. (Author)

The authors define a needs assessment, consider issues involved in conducting a problem-focused needs assessment, and outline practical considerations in conducting needs assessment for inservice training in regular education. (CL)

From 1985 through 1989, studies were made annually of the administrative needs of school leaders in Georgia. This document functions as a guide for the Georgia Education Leadership Academy, as it looks ahead to the future of staff development for Georgia's school leaders. In 1985-87 and 1989, superintendents were asked to rate 61 common…

Staff development is a basic and essential component of the continuing preparation of teachers, administrators, and other staff. It is one of the major issues facing educators today. The foremost issue in the 1990s is the challenge to expand the traditional emphasis on skill development to include focusing on how educators think and what educators…

The staff development model described in this paper involves collaborative planning in which the teachers are involved, while also providing a mechanism to assist participants to identify their inservice needs. The model consists of three major components: (1) the preliminary input of a selected committee which produces a needs assessment survey;…

Lessons for gifted education inservice derived from the Illinois Area Service Centers include: attention to real needs, well planned developmental models, training efforts targeted toward specific outcomes for specific groups, opportunity for followup observation and monitoring, and techniques for continuing personal staff development and renewal.…

Outlines six beliefs administrators may have that hinder the deliverance of good staff development programs. The author asserts that it is important that principals critically examine the implications of these beliefs. (MD)

A study that evaluated the effectiveness of formal and informal needs assessment procedures found them equally valid in ascertaining information for planning staff development programs. (MD)

Goals of Project TARGET (Teacher Assessment Related to Gifted Education) were to develop a needs assessment instrument, administer it, develop a training model tailored to classroom needs, evaluate training effectiveness, and identify teacher perceived barriers to gifted education. Program success was attributed to providing relevant activities,…

There are usually three reasons for hiring consultants: to inspire or motivate staff, to provide staff with new ideas, or to glean information from research and evaluation studies to make informed decisions and changes. To benefit from hiring consultants, administrators should know their speakers, consider timing, get their money's worth, verify…

This collection of four interrelated papers is the record of a conference session which describes a staff development model jointly designed by the Franklin County Department of Education (Ohio) and Ohio State University. The session uses a three-tiered model to examine (1) a teacher cadre comprised of teachers instructing teachers; (2) mentors…

This is one of a series of eight short monographs intended to aid practicing educators in planning and conducting accountability programs in schools. This booklet discusses how to plan and conduct a competency-based staff development program as part of an overall accountability program. Short sections focus in turn on various steps in the…