School Boards dont plan staff development, but must be
aware of its importance and priority in the total plan. It is
wise for the board to explore the reasons for staff development,
models of staff development, and incentives.
("A Renaissance in Mathematics Education
Reform" Kris Acquarelli and Judith Mumme, Phi Delta
Kappan, March 1996)
- Changes require teachers to become part of a
professional learning community.
- Beliefs and behaviors are part of a reciprocal
process. Need to examine and change both.
- It is crucial that the pedagogy of professional
development be congruent with the pedagogy
desired in the classroom.
- Issues of equity must permeate the fabric of
professional development. The teaching and
learning envisioned by the project is for all
- Professional development must be grounded in
- We must teach all teachers. They are all capable
of making the changes.
"Staff Development that Works! A Tale of Four
(By Maria Shelton and Mary Jones NASSP Bulletin, Talking
- Time. Initially, time
for staff development must be provided outside of the
school day. Teachers can concentrate on instruction,
collaborate with peers, and focus on training objectives
without the normal demands of the day. Training provided
at the end of the school day in a two or three-hour
module has proven useful, however, in follow-up training
or to focus on special topics such as using scanners.
- Training. What uses
will educators make of the technology? Training provided
by commercial providers often uses activities more geared
toward the corporate world than instruction. If teachers
see the relevance of technology to what they do in the
classroom, they are more likely to incorporate it into
their instructional strategies.
- Technology. A common
complaint among teachers who attend training is that they
dont have the equipment/software in their
classroom. Training becomes more valuable when
participants know they will be able to use it
- Teacher-type Tasks.
Participants should actively participate in training.
They should be asked to reflect on what they have
learned, integrate it into instruction, and become
resources for colleagues who use technology to teach.
Know the will be required to use new skills to develop
and deliver instruction can be a powerful motivator.