Professionalising outreach and evaluation work would enhance the quality and rigour of provision, benefit widening participation students and achieve regulatory requirements (Bowes et al. [2019]. "The National Collaborative Outreach Programme End of Phase 1 report for the national formative and impact evaluations." Office for Students;…

Higher education institutions have the societal role and responsibility of providing guidance to their members and the surrounding community. Institutions endeavored, and are still striving, to illustrate multi-faceted practices that can be integrated into the founding principles of an educational institution. And that can pave its way through the…

DREAMzone is an educational intervention designed to increase higher education professionals' competency and self-efficacy for working with undocumented students. Grounded in social learning theory, we developed the DREAMer-ally instrument to investigate the effects of DREAMzone on DREAMer-ally competency and self-efficacy. Findings support the…

The "Personnel Development Program to Improve Services and Results for Children with Disabilities" is authorized under Section 662 of the Individuals with Disabilities Education Act (IDEA) and is known as the Personnel Development Program (PDP). The PDP is administered by the U.S. Department of Education's (ED's) Office of Special…

This paper reflects on the implementation of a peer-assessment innovation in a large first-year geography unit. While the innovation had been carefully researched, difficulties in the implementation drew the authors' attention to the need for more change management to be built into the design and development. Focusing specifically on the teacher…

In response to the expressed need for staff development and improved communication in a college, a 2-year program series was developed. The sessions included: valuing each other; supporting each other; motivation; how to get things done; decision making; and communicating student responsibility. The major focus of the sessions was on attendees…

Studies show a lack of evaluation as a fundamental element of curriculum design in further education. To this end, a model is proposed and its advantages outlined. The importance of relevant evaluative skills as objectives within college staff development programs is discussed. (CT)

Focuses attention on means of preparing and improving college staff, and outlines those points which college department heads must consider when evaluating faculty programs. (RB)

The Staff Development for School Improvement (SDSI) Program uses an innovative and clearly-defined six-step process which focuses on teachers' ability to solve critical professional problems in their buildings. Through this process, teachers are given the responsibility for planning, implementing, and evaluating their own staff development. The…

Provides a historical and current overview of staff-development program models in higher education. Traces the establishment of the Ball State University division of student affairs staff-development program as a model in staff-development design and functional-program services. Discusses methods of evaluation, issues, and trends. Provides…

A critical review of the Preservice Teacher Education Improvement Project observes both the project as a whole and the efforts of the various institutions involved. An alternative view for improving teacher education programs is suggested. (DF)

A discussion of college and university evaluation efforts of their leadership development programs looks at a variety of ways in which institutions assess programming needs, leadership styles and skills, program design, leadership development results, and overall institutional impact of leadership programming. (MSE)

Describes the first phase of an Internet overview training program presented to academic staff at the University of Sydney (Australia). The use of locally created Hypertext Markup Language documents is explained, and an evaluation of the program indicated the success of using World Wide Web browsers as an aid in training. (Author/LRW)

The training, experience, and temperament of professional school staff does not prepare them to judge the strengths or weaknesses of school programs or make recommendations for improvement. Suggestions for priorities in teacher training institutions to improve this situation are presented. (JMF)

A model is proposed for gathering information about staff development efforts conducted by schools of education. The model can be used to evaluate staff development undertakings, report significant data, and help other institutions design comparable programs. (PP)