EQUIP

Staff Development FAQs

Q: What is staff development anyway?

A: Staff development is the term that educators use to describe the continuing education of teachers, administrators, and other school employees.

Teachers need a wide variety of staff development. For example, a science teacher might need to attend classes to learn more about the content of the science she's teaching. In addition, she might need other types of staff development to learn better ways to teach that new science material. She might also need to learn more about classroom management techniques, how to incorporate technology into her instruction, and how to better address the needs of language minority students in her classroom.


Q: Is staff development the same as inservice?

A: The terms inservice education, teacher training, staff development, professional development, and human resource development are often used interchangeably. But some of these terms may have special meaning to particular groups or individuals.


Q: So, staff development means teachers are attending classes, right?

A: Not necessarily. Attending classes, workshops, or conferences is one way that teachers – and other school employees – learn some of what they need to know. But other types of staff development are just as important and, often, more effective than traditional sit-and-get sessions.

For example, when teachers plan lessons together or study a subject together, that's a form of staff development. A teacher who observes another teacher teach is also participating in a form of staff development. If a teacher is being coached by another teacher, that's staff development. Visiting model schools, participating in a school improvement committee, writing curriculum, keeping a journal about teaching practices – all of those can be staff development activities.


Q: If teachers are professionals, why don't they learn on their own time?

A: Communities need to recognize the importance of improving teacher quality. Even though most teachers arrive prepared to teach, they need to stay up-to-date in their skills and knowledge in order to continue being effective teachers.

Private sector employers understand that it is their responsibility to ensure that employees–even professionals–stay current in their skills and knowledge. They're willing to provide time during the work day for their employees to learn–and often to make the necessary arrangements to have someone else handle their responsibilities for the day. Schools are no different from that.


Q: My school district routinely sends kids home – or has them start late – in order to provide staff development. Is that the best way to provide the kind of time you're describing?

A:It's certainly one way but it' not the only way. Often, the most effective staff development is woven into a teacher's workday.

Many schools structure their schedules to provide teachers with an hour a day (or several times a week) to prepare for their classes. You've probably heard teachers talk about these as prep hours or prep periods. Teachers typically use those periods to grade papers and tests and to prepare lessons.

In addition to those prep periods, many schools also provide a common meeting time for teachers who teach the same grade or the same subject. For example, in many middle schools, all of the teachers on one team share the same free hour and use that as a daily meeting time. You often hear teachers call these hours "team time.''

Teachers can use those meeting periods to plan lessons, write curriculum, examine student work, explore new ideas, etc. Although those activities contribute directly to their work with students, they also are excellent staff development opportunities for the teachers.


Q: But if staff development is part of the teacher's workday, that still means my child doesn't get as much time with the teacher. So my child is still being shortchanged.

A: When schools provide teachers with prep periods and "team time,'' students are not left on their own.

In elementary schools, for example, regular classroom teachers may get their prep periods or "team time'' while their students are in art, music, or gym classes. So the students are still receiving regular instruction but their classroom teachers are learning at the same time.

Some schools, like Hefferan Elementary School in Chicago, structure their week so that children concentrate on their core academic subjects from Monday through Thursday. On Friday each week, students take all of their "specials:" music, art, physical education, foreign language. And, each Friday, their regular classroom teachers have a full day to devote to planning and learning for their job.


Q: Even if schools are doing a lot of staff development during the work day, there still are going to be times when schools want to have half-day staff development programs. Why would they need that much time?

A: Many schools dismiss students for half or full days so large number teachers can participate in special workshops or seminars. Often, districts find that it's more cost-effective to have a special training session on-site rather than having large numbers of teachers travel to another location.


Q: Shouldn't the school district make some kind of plans for students on those days?

A: If your school district regularly sends students home during staff development time, talk with members of your school board about changing that policy and encouraging schools to find creative ways to keep students learning while their teachers are learning.

For example, community or church groups might be encouraged to develop programming for students during those times, especially if you know that large numbers of children in your community will be left on their own whenever school is not in session.

Perhaps your community could organize an athletic field day around one of your half day staff development or an "art in the field'' day. Perhaps special Those kinds of activities would release regular classroom teachers while ensuring that students have a quality learning experience at the same time.

Of course, remember that many families appreciate having an occasional half day "vacation'' from school. They use that time for medical appointments or for a special outing.


Q: This all sounds very expensive to me. How much should my district be spending on this staff development?

A: School improvement specialists generally recommend that a school district devote at least 10 percent of its operating budget to staff development and that teachers devote at least 25 percent of their work time to personal learning.

When school districts calculate their staff development expenses, they often include only the cost of paying tuition and covering the cost of substitute teachers.

That was a system that worked fine when most school districts were providing only sit-and-get "inservices.'' But, as staff development becomes more sophisticated, school districts will also need to calculate the cost of time for team meetings, school improving planning, peer coaching, observing classrooms, developing curriculum – any of the new methods of staff development.


Q: You've convinced me that teachers need to keep learning in order to improve the quality of their teaching. But sometimes these staff development sessions at my school are for janitors and school secretaries. Is that really necessary?

A: Everyone who works for the school district needs to continually learn to improve the work they do.

Janitors, bus drivers, and school secretaries make important contributions to creating a school climate where children feel safe and welcome as they learn. They also have frequent contact with parents – especially school secretaries – so it's important for them to understand many aspects of school life.

Any adult who comes in contact with a student during the school day has an opportunity to influence their learning. Those individuals need to know as much as possible to be effective in that important role.


Q: How do schools make decisions what teachers are going to learn? Who gets to make these decisions? Can parents be part of this decision making too?

A: We believe that schools should establish goals for student learning and then examine data – from tests, from classroom work – to determine how many children have been meeting those goals. Examining data also helps teachers identify areas where students are struggling. Then, we encourage schools and school districts to provide the staff development that will enable teachers to help all children reach those goals.

If you'd like to learn more about this, the U.S. Department of Education has recognized several schools with strength in this area. (Click here for more information on this U.S. Department of Education award program.)


Q: Is there a better place to situate staff development in a school district --Curriculum & Instruction or Human Resource Development?

A: This is one of those frequently asked questions to which there is not a precise answer. Throughout the country, I surmise that directors of staff development are probably split among the two assignments. However, there are several important points to consider as you make the best decision for your local context.

First, I recommend that the staff developer sit on the superintendent's management team. The staff developer will serve as an individual who views all conversations from the perspective of their implications for educator learning in the school system. Does our staff possess the knowledge and skills to accomplish what the team is proposing? How can the knowledge and skills be developed given the current situation in the system? The staff developer will also ask the research base for many programs that are often recommended as quick fixes to today's school challenges. While other leaders may ask these questions as well, with the staff developer sitting at the table you can gain confidence in the questions being consistently asked. The staff developer can also serve as facilitator for such meetings so the superintendent doesn't have to worry with this responsiblity.

Secondly, in the ideal situation, the staff developer would report directly to the superintendent. Staff development touches every department in a school system. Where staff development is located is not as key as which meetings include the staff developer. Human resource departments typically address induction, mentoring, and evaluation of employees. Each of these issues has staff development implications and needs. Curriculum and instruction addresses teaching, curriculum, testing, and other issues that also have staff development implications. Other aspects of school systems also have implications for staff development: district planning, school improvement planning, principal supervision, leadership development, family involvement, technology.

In the end, the best assignment is the assignment that ensures that staff developer expertise and perspective is used whenever issues with staff development are addressed and that the staff developer has the position authority that ensures the recommendations are honored. (Stephanie Hirsh)


Q: What are the effects of teacher efficacy on professional development? How does this impact instruction?

A: I recommend for the most recent research on the relationship between teacher efficacy and professional development that you conduct multiple searches using a variety of search engines. You will find countless articles that have been written on this subject. (Stephanie Hirsh)


Q: What new forms of professional development are available and what are the outcomes of their implementation?

A: For background on professional development "forms," I recommend you study the information available through the NSDC web site and in particular the Standards for Staff Development (click here). Even more specifically study the standards: Design and Learning.(Stephanie Hirsh)


Q: What can you tell me about the Standards self-assessment?

A: SEDL (Southwest Development Laboratory) is developing a self-assessment instrument for the National Staff Development Council that will measure the degree to which a school’s professional development program adheres to the twelve NSDC standards. The development of the instrument consists of writing items that correspond t to the twelve standard and conducting a series of pilot studies to begin establishing the reliability and validity of the instrument. Data on the psychometric properties will demonstrate the degree to which the instrument measures what it was intended to measure, and whether it does so in a ma consistent and stable manner. Once the instrument reaches a point where the psychometric properties appear stable, the instrument will be available to schools for assessing the extent to which their professional development programs adhere to the NSDC standards. (Stephanie Hirsh)


Q: What are the characteristics of a good professional development program?

A: The characteristics are the same as the Standards for Staff Development which are available on this web site (click here)


Q: What about staff development for parents?

A: Yes, all the adults who are important in a child's education need to keep learning. Parents need to continually improve their understanding about curriculum – both what their school is offering and why as well as what they could and should be offering and why. Parents need to understand how the education their children receives connects with national expectations for an excellent education. Only when parents have the best information available will they be able to fully participate in the decision making at their child's school.


Q: I want to pursue a career in staff development. What degree should I seek?

A: Unfortunately, few universities offer a degree in staff development. So the next best alternative is to see if your university offers a minor in staff development. If that is unavailable, look for a degree program in educational leadership. Take whatever courses you can in leadership, adult learning, curriculum development, instructional leadership, etc.

Also, study the Dimensions of Staff Developer Practice prepared by the National Staff Development Council for an overview of the skills required to perform your duties as a staff developer. Preparing for a career in staff development requires a well-rounded educational career. There are multiple pathways to achieving your goal. Be an active participant in high-quality staff development. Be an avid reader of professional development journals. And, of course, join the National Staff Development Council. Good luck with your goal.


Q: What do we know about the link between student learning and teacher technology knowledge?

A: The research literature is mixed about the link between student achievement and teacher technology knowledge. However, the literature is very clear that what teachers know does influence student achievement as it relates to teacher content and pedagogy knowledge. For specific references, see What Works in the Middle: Results-Based Staff Development (www.nsdc.org/midbook/index.cfm). This NSDC document includes descriptions of content-specific staff development for middle grades teachers that have evidence of increasing student achievement. Look especially at Chapter 2, a synthesis of the literature about linking professional development with student achievement.

Documents regarding results-based staff development in elementary and high schools will be published in 2001.

For more specific information about the link with teacher technology knowledge, seek information from the International Society for Technology Education at www.iste.org.


Q: Could you tell me about NSDC's process to "certify" or "recognize" outstanding staff developers?

A: NSDC's Distinguished Staff Developer designation is awarded to individuals who demonstrate to a panel of peers that they have achieved an exemplary level of work according to the Dimensions of Staff Development Practice. The process is performance-based and guided by a set of competencies that outline expectations for professionals in the field of staff development.

Two NSDC publications provide you with everything you need to know to apply for and participate in this recognition process:

NSDC Dimensions of Staff Development Practice (1999). Presents a rubric that defines the eight dimensions and the 40+ competencies at the basic, proficient, and exemplary levels. This tool is also valuable in establishing job descriptions, growth plans, or evaluation systems. Item #B70 in the NSDC Online Bookstore.

NSDC Distinguished Staff Developer Orientation Packet (1999). Presents the goals for the peer review process that enables one to earn the Distinguished Staff Developer designation, individual benefits of participation, descriptions of exemplary practice of staff development, requirements of the process, applicant guidelines, and all materials necessary to engage in the process. Orientation packet includes NSDC Dimensions of Staff Development Practice. Items B69 & B70 in the NSDC Online Bookstore.

The process begins with the completion of the registration form. An individual may take up to two years to complete the process. Reviews occur year round, and the final review panels are scheduled twice a year (summer and December). The total cost for the recognition process is $1,500.00.


Q: What will be the impact of the No Child Left Behind Act on professional learning?

A:The legislation has the potential to affect professional development enormously. First, billions of dollars are included in the legislation to ensure teacher quality. Second, the legislation indicates that the government has recognized what makes professional development effective; the definitions of professional development in the law are roughly in line with the NSDC standards.

However, the specifics of the implementation of No Child Left Behind will ultimately determine how much attention is paid to professional development. While the stringent requirements for selecting and evaluating professional development will help to ensure its quality, they will also make it easier to use the money allotted for teacher quality in other ways. The teacher quality provision also emphasizes teacher recruitment and retention, and those areas will be drawing from the same monies that fund professional development. Decisions made at the state and local levels about teacher quality and school improvement programs will be deciding factors in the role professional development plays in No Child Left Behind.

For more information see the NCLB area of the NSDC Library.

http://www.nsdc.org/library/basics/faqs.cfm

posted by AcrosticGuy @ 3:55 PM