Adults, like children, learn better when they perceive a need for the
information they are learning. Staff development should provide teachers with
authentic, meaningful tasks that relate to improving classroom instruction.
Helping teachers improve instruction must focus on more than just "going
through the motions of teaching." Showers, Joyce, and Bennett (1987) analyzed
more than two hundred research studies on staff development and concluded that a
major factor in how teachers teach is how they think about teaching. Staff
development should help teachers increase their knowledge and learn to think
about their instructional decisions. Having a basic level of knowledge about an
innovation is important in helping teachers "buy in" to it (Showers et al.,
1987).
Location, Type, and Time
Over the last fifteen years the emphasis on staff development has evolved in
many districts from one-large-group, one-shot workshop sessions to more
comprehensive, collaborative approaches that focus on the individual needs and
concerns of teachers (Waxman, 1987). Researchers have found that the exact
location of the staff development meetings (school, district office, and so
forth) is not a significant factor in the effectiveness of the staff development
(Showers et al., 1987). These same researchers have reached similar conclusions
regarding the exact type of staff development and the time at which it is held.
Effective Staff Development
There are many different types of staff development (Ryan, 1987). These may
include grade-level meetings, building-level meetings, or district-level
meetings. The effectiveness of the meetings is dependent upon factors such as
the following:
Teacher Involvement
Teachers should be involved in all aspects of planning and implementation of the
staff development (Showers et al., 1987).
Meet Individual Needs
Individual needs of teachers should be considered. These must take into account
the teachersÔ experience, level of expertise, teaching assignments, and
professional goals, as well as the resources available to the school (McLaughlin,
Pfeifer, Swanson-Owens, & Yee, 1986).
Match Content to Teachers' Classrooms
Content should be introduced and applied in situations that match those of the
participants (Dillon-Peterson, 1986).
Thorough Presentation of Ideas
Staff development sessions should:
Present the background or theory for the innovation or strategy
Provide a demonstration with interactive activities and visual media
Provide initial practice in the sessions
Provide immediate feedback to teachers about their efforts
(Johnson, 1989; Showers et al., 1987; Sparks, 1983; Volker, Gehler, Howlett,
& Twetten, 1986).
Coaching
Expert or peer coaching should be provided to support teachers as they try new
ideas in their classrooms (Hoffman, Roser, &Farest, 1988; McLaughlin et al.,
1986; Showers et al., 1987).
Attitudes Towards Staff Development
A major concern about staff development over the years has been that it was not
viewed positively by teachers and/or administrators (Showers et al., 1987).
However, when staff development increases teachers' knowledge and skills in ways
that are applicable in their classrooms, their attitudes are positive and their
teaching improves (Showers et al., 1987). Planning and implementing effective
staff development is important in helping all students achieve literacy.
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