Staff Development Model Research Articles

Developing Special Physical Education in Rural and Small Schools

Rural and small school districts have many unique features that may simultaneously enhance and hinder providing special physical education services to students with disabilities. This article reviews successful strategies for special physical education programs in rural and small districts. Methods are described and resources are identified for strategic planning, staff development, student caseload and program model development, definition of the relationship among special physical education staff and physical and occupational therapists, and program review.

Aiming for Superior Classroom Instruction for All Children

The success of school reform efforts in general and the Regular Education Initiative in particular will be dependent to a large extent on the quality of staff development programs and an understanding of the culture of the school. A review of relevant literature provides the context for construction of a model of staff development that includes (a) understanding of the underlying theory of the innovation; (b) multiple demonstrations of the innovation; (c) opportunities for practice in the training setting; and (d) coaching to facilitate transfer and integration. Application of the model in a low-income, low achieving middle school is described, and implications for the Regular Education Initiative are discussed.

Neurosurgical Staff Development Model: From Concept to Implementation

Nurses new to the neuroscience specialty often have fears regarding their expertise in this field. This article describes a staff development model successfully implemented in a 560-bed tertiary care center. The historical evolution of the model is discussed and components of the model in relation to professional development are presented. Future plans for development, evaluation and integration of the model into a clinical ladder program are also discussed.

“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention

(1988). “Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention. Health Education: Vol. 19, No. 2, pp. 12-20.

A Staff Development Model

A Staff Development Model

“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention

“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention

Staff Development

The dramatic increase in the number of mothers of young children currently in the work force has resulted in an increased demand for child care outside the home, including care for handicapped children. To meet this need, we propose the integration of handicapped children into community child care centers as adjunct services to specialized early intervention programs. The successful integration of handicapped children into day care settings requires a planned program of staff development. Several models of staff development are presented that have been found effective for teachers of school-age children in mainstreamed settings. Several features of these models are incorporated in the special education consultation model described here. This model provides on-site consultation to day care providers as they acquire the skills to adapt and modify activities to facilitate the social integration of handicapped children in all activities of the center. And, finally, case studies are presented that document the staff development process.

Evaluation in Nursing Staff Development Methods and Models

Evaluation in Nursing Staff Development Methods and Models

A PLANNING MODEL FOR THE DESIGN AND IMPLEMENTATION OF A STAFF DEVELOPMENT PROGRAM FOR COMMUNITY COLLEGE PART‐TIME FACULTY

The purpose of the study was to provide data that could be used in the conceptualization and construction of a staff development model for community college part‐time faculty. A series of questions, based on a review of literature and advisory committee suggestions, were developed and served as a basis for the study. The data indicated that community college part‐time faculty training needs could be identified and placed into a prioritized arrangement of major categories. These included: (1) mission of the community college, (2) instructional development and delivery, (3) legal aspects of education, and (4) classroom and lab management of education. A further result of the data analysis was the identification of specific staff development components which were ultimately used in the design of a training model. These included: (1) administration of the training, (2) determination of the training needs, (3) development and organization of curriculum components, (4) identification of populations to be served...

A Staff Development Model for the Jewish Day School: Peer Coaching and Teaching Thinking Skills

A Staff Development Model for the Jewish Day School: Peer Coaching and Teaching Thinking Skills

Self-Study: Organizational Resource in Staff Development Preparation

Human service organizations today must achieve maximal use of existing resources, including staff. A cost-effective model of staff development shows how staff can undertake organization-wide self-study. Benefits include heightened morale and an emphasis on future-oriented planning.

The Effects of Two Models of Staff Development on Self-Awareness and Attitudes of Teachers with Internal vs. External Locus of Control

This study investigated the effects of two staff development models–role playing and open instruction–on the self-awareness and attitudes of teachers with internal vs. external locus of control. In a 2 x 2 design for analysis of variance, 27 composition teachers were randomly assigned, and subsequently stratified by locus of control scores, to two parallel but contrasting summer workshop programs to test the following hypotheses: teachers in the role-playing group would be more self-aware and have more positive attitudes toward inservice education than would teachers in the open instruction group; teachers of internal locus of control would be more self-aware and have more positive attitudes toward inservice education than would teachers of external locus of control. Significant correlations were found between the instructor in the roleplaying group but not in the open instruction group with regard to self-awareness. No significant differences were found between treatment groups with regard to attitudes toward inservice education; however, significant differences were found with respect to locus of control on all three scales, specifically teachers of internal locus of control showed significantly more positive attitudes toward inservice education than teachers with external locus of control. In addition there was a significant treatment x locus of control interaction.

Evaluating, developing, and promoting community college staff

AbstractEvaluation of community college personnel is not an impossible task if administrators take into account hiring, staff development, and retention models used by business and industry.

Distance teaching: innovation, individual concerns and staff development

A great deal of attention has been paid to the development of instructional materials appropriate to distance teaching. In contrast, problems concerning the development of academic staff in this area have been largely neglected. There seems to be no obvious reason for this omission, as for many academics the production of materials for distance teaching is an entirely novel experience. In other words it is an innovation, which, as such, is likely to have significant effects on individuals. An example of the likely effects of innovation on individuals may be found in the ‘Concerns‐Based Adoption Model’ (CBAM), originally developed by Gene Hall and his associates in the University of Texas. It follows that any attempt to significantly develop materials for distance teaching must be related to the individuals involved in the innovation. This article explores this relationship through consideration of a staff development model based on the levels of concern of participants and the requirements of sound instru...

The organizational/environmental variables in staff development

Roger H. Perry Washington University Future staff development designs must be consistent with the organizational and environmental realities teachers confront each day. When these factors are ignored, teachers return from programs with techniques, materials, and behaviors that run counter to their school's culture and their community's expectations. The results: conflict, aborted implementations, disillusioned teachers, and lethargic staffs. Educators cannot develop staff development programs in an idealized state a state that assumes teachers operate in isolation from the rules, regulations, norms and expectations that abound in schools and in society. These factors directly impact the effectiveness of all staff development programs, and therefore, must be taken into consideration. When the older staff development models implicitly assume that the teacher, teaching materials, and the student are the only important variables, they are not reflecting reality. It is important to note that the argument advanced here is similar to ones that plead for broader conceptualizations of effective teaching. Researchers quickly found that single explanations were inadequate. The search for key teacher characteristics,1 the perfect teacher-free curriculum, and the perfect classroom structure failed miserably. More fruitful results did not develop until researchers studied the interaction effects among teachers, students, and material.2 The earlier single explanations gave way to more complex ones. This interaction paradigm continues to broaden as individuals realize that the

A Staff Development Model for Educators

A Staff Development Model for Educators

Helping Teacher: A Model for Staff Development

Helping Teacher: A Model for Staff Development

Teacher Centers: A Model for Teacher-Initiated Staff Development

Teacher Centers: A Model for Teacher-Initiated Staff Development

Comprehensive Staff Development Programs: Implications for the Office of Institutional Research and Planning

Abstract An increasing number of two-year colleges are drawing on an emerging model of comprehensive staff development. The model includes not only instructional improvement, but organizational and personal development as well. In this model, as staff development becomes an integral part of the college, the planning of such a program becomes an essential part of institutional planning. The office of institutional research and planning should serve as a major resource in the formulation and implementation of the staff development program. Three major areas where this can occur are discussed: setting goals for the program, assessing staff development needs, and evaluating the impact of the program.

A staff development model for part‐time instructors

AbstractA professional development model is presented for the effective utilization of part‐time instructors in cornmunity colleges.