This investigation was designed to determine the factors and conditions associated with graduate enrollment management practitioners' participation in professional development (PD) activities. The sample consisted of members of a professional association, the National Association of Graduate Admissions Professionals (NAGAP), focused solely on…

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

Students with low-incidence disabilities frequently receive less than optimal psychoeducational services because the specialized tests and instructional materials required to meet their idiosyncratic needs often are unavailable due to budget constraints, inadequate training of school personnel, and the difficulty school personnel have keeping…

The complexities of designing and operating inservice education programs are examined. This publication is organized into four major areas. Chapter one defines the interrelated series of current staff development activities as observed by the authors. Chapter two contains findings that have influenced thinking about the problems discussed in the…

Provides an overview of current staff development practices and procedures in Kenya and suggests that teachers and head teachers need staff development opportunities to grow professionally, although current inservice training programs in Kenya are skewed to meet the needs of only a few teachers. Discusses the role of the head teacher in…

Procedures for individualizing inservice for special education personnel are outlined and described. Six steps are pictured in a flow chart and detailed in the test (sample substeps in parentheses): establish organized management (establish agency goals, prepare explicit job descriptions of personnel responsibilities); prepare and administer staff…

Discusses professional growth contracting as a means of encouraging staff to define their own professional development needs. Describes how professional growth contracting is being used by the student affairs staff at a Maine university. (Author)

A needs assessment was conducted at a community college to assist in planning professional and staff development programs. Participants used the nominal group technique to develop needs lists and suggested solutions were analyzed using the performance technology model. Five intervention categories encompassing both training and nontraining options…

This paper describes the outcomes of a practicum that initiated site-based-management strategies to support the consistent implementation of a quality school-age child-care program. Implemented at a multisite child-care center, the program sought to enhance staff members' job satisfaction and maximize their opportunities for professional growth…

The present and future training needs of financial aid practitioners (financial aid officers, counselors, and support staff personnel) at Arizona colleges and government agencies were assessed. Attention was directed to the literature on training and programs for financial aid practitioners, as well as the possibilities of developing a…

This document presents a framework for planning a statewide program for staff development of education personnel. It is primarily intended for use by state department of education personnel. There are three sections. The first gives a perspective on statewide staff development, problems involved in planning, and the issues to be considered, such…

This article describes the inception and objectives of Project LEAD (League for Educational Administrator Development), an in-service consortium of school districts, county offices of education, institutions of higher education, and professional associations in the Sacramento, California area. Results of LEAD's in-service priorities assessment are…

What urban middle school principals engaged in school reform felt they needed to know and the strategies that maximize their learning were studied with 23 principals involved in extended professional development. Principals valued the components of staff development that have been supported by the National Staff Development Council. (SLD)

In September 1993, California's College of the Canyons surveyed a total of 415 faculty and staff regarding their satisfaction with their employment at the college and their perceptions of opportunities for development. Responses were received from 41% (n=170) of the employees, including 56 full-time and 58 part-time faculty and 41 full-time and 13…

This document describes an organizational structure and processes for planning, coordinating and implementing staff development activities. It is meant as a guide or tool for individuals and agencies involved in professional development of school staffs. It is divided into six major sections: (1) definition of terms used in the document; (2)…