| About the Author |
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vii | |
| Foreword |
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xv | |
| Introduction |
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xix | |
| Preface |
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xxi | |
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Toward Defining Staff Development: Understanding the Standards |
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1 | (16) |
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2 | (1) |
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Comparison of Staff Development, In-service, and Training |
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2 | (3) |
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Why Do We Define Staff Development? |
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2 | (1) |
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Definitions of Staff Development |
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2 | (1) |
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Staff Development vs. Training |
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3 | (1) |
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Staff Development vs. In-service |
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3 | (1) |
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Why Staff Development is Needed |
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4 | (1) |
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The ``Constant'' Variables of Staff Development |
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5 | (2) |
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5 | (1) |
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6 | (1) |
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6 | (1) |
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Perspectives of Staff Developent: What Do the Standards Tell Us? |
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7 | (7) |
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7 | (1) |
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National Staff Development Council Standards |
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7 | (3) |
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Commonalities Among the National Staff Development Council Standards |
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10 | (2) |
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The National Council for the Accreditation of Teacher Education |
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12 | (1) |
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Interstate School Leaders Licensure Consortium |
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13 | (1) |
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Where Do We Go From Here? |
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14 | (1) |
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14 | (1) |
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14 | (1) |
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15 | (2) |
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The Role of the Principal in Providing Staff Development |
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17 | (22) |
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18 | (1) |
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The Principal as Instructional Leader |
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18 | (3) |
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Characteristics of Instructional Leaders |
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18 | (1) |
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Accepting the Responsibility for Staff Development |
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19 | (1) |
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Framing the Right Mind-set |
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20 | (1) |
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20 | (1) |
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Essential Leadership Qualities |
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20 | (1) |
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Uncovering the Recognizing the Markers of a School's Culture |
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21 | (3) |
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Uncovering Organizational Learning Barriers Within the School Site |
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24 | (9) |
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Universal Issues that Impact Schools |
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25 | (26) |
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26 | (1) |
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27 | (1) |
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Opening Lines of Communication: Some Practical Ideas |
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27 | (2) |
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Eliminating Traditional School Boundaries |
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29 | (4) |
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33 | (3) |
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36 | (1) |
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36 | (3) |
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Adults Learning: Releasing the Conditions for Professional Growth |
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39 | (18) |
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40 | (1) |
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40 | (3) |
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Principles of Adult Learning |
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43 | (3) |
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Setting the Tempo for Staff Development and the Adult Learner |
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44 | (1) |
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Unraveling the Obvious: Know Your Staff as Adult Learners |
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45 | (1) |
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The Continuum of Teacher Career Stages |
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46 | (3) |
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49 | (6) |
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55 | (1) |
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56 | (1) |
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Developing Learning Communities for Adults |
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57 | (18) |
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58 | (1) |
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What We Know About Learning Communities |
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58 | (2) |
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Leadership Practices that Sustain Learning |
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60 | (2) |
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The Changing Roles of Authority in Learning Organizations |
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60 | (1) |
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Teacher Development: The Heart of a Learning Organization |
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61 | (1) |
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Releasing the Conditions of Growth |
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62 | (1) |
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Characteristics of Learning Communities |
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62 | (3) |
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Learning Communities are Characterized by Inclusive Environments |
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63 | (1) |
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Learning Communities Support Change |
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63 | (2) |
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Learning Communities are Collaborative |
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65 | (1) |
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Learning Communities Support Autonomy and Foster Connectedness Among Members |
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65 | (1) |
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Learning Communities Promote a Common Vision |
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66 | (2) |
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Work with Teachers to Create the Vision |
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66 | (1) |
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Provide Coordination Mechanisms |
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66 | (1) |
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Maintain and Improve Interpersonal Skills |
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67 | (1) |
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Recognize Political Allegiances |
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67 | (1) |
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68 | (1) |
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68 | (4) |
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72 | (1) |
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73 | (2) |
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Job-Embedded Learning: A More Effective Staff Development |
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75 | (20) |
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76 | (1) |
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What is Job-Embedded Staff Development? |
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77 | (1) |
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Attributes of Job-Embedded Staff Development |
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77 | (4) |
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77 | (1) |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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79 | (1) |
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79 | (1) |
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79 | (1) |
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80 | (1) |
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80 | (1) |
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Essential Conditions for Successful Job-Embedded Staff Development |
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81 | (5) |
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81 | (1) |
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81 | (1) |
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82 | (1) |
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83 | (1) |
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83 | (1) |
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Ground Rules for Promoting Trust |
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83 | (1) |
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Creating a Safe Environment |
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84 | (1) |
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84 | (1) |
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84 | (1) |
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85 | (1) |
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What Information to Disseminate |
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85 | (1) |
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85 | (1) |
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Releasing Teachers for Learning Opportunities |
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85 | (1) |
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Moving at the Right Speed |
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86 | (1) |
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86 | (1) |
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Implications for Principals as Staff Developers |
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86 | (7) |
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92 | (1) |
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93 | (2) |
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Models of Staff Development |
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95 | (24) |
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96 | (1) |
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Models of Staff Development: The Clay from Which Initiatives are Formed |
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96 | (1) |
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97 | (2) |
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97 | (1) |
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98 | (1) |
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98 | (1) |
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99 | (1) |
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99 | (1) |
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The Individually Guided Model |
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99 | (2) |
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100 | (1) |
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100 | (1) |
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The Problem-Based Learning Model |
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101 | (2) |
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101 | (1) |
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Characteristics of Problem-Based Learning |
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101 | (1) |
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Problem-Based Learning is Learner-Centered |
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102 | (1) |
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Problem-Based Learning is Problem-Stimulated |
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102 | (1) |
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The Study Group/Cluster Model |
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103 | (4) |
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Factors for a Successful Study Group |
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103 | (4) |
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The Action Research Model |
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107 | (2) |
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Components of Action Research |
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108 | (1) |
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Action Research as Staff Development |
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108 | (1) |
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Processes that Enhance Models of Staff Development |
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109 | (4) |
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109 | (1) |
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Peer Coaching as Supervision |
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110 | (1) |
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111 | (1) |
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111 | (1) |
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Attributes of Successful Mentoring Programs |
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111 | (1) |
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112 | (1) |
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112 | (1) |
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113 | (1) |
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113 | (4) |
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117 | (1) |
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118 | (1) |
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Evaluating Staff Development: How Are We Doing? |
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119 | (18) |
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120 | (1) |
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Change: The Object of Evaluation |
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120 | (3) |
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121 | (1) |
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Difficulties Inherent in Change |
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121 | (1) |
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122 | (1) |
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Definitions and Components of Evaluation |
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123 | (1) |
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Program Evaluation of Staff Development Initiatives |
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123 | (5) |
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Components of Program Evaluation in Education |
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124 | (1) |
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124 | (1) |
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Establishing an Agreement for the Evaluation |
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125 | (1) |
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125 | (1) |
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Organizing and Analyzing the Data |
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126 | (1) |
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Reporting Results to Stakeholders |
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127 | (1) |
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General Guidelines for Staff-Development Evaluation |
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127 | (1) |
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Implications for Principals |
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128 | (2) |
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130 | (4) |
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134 | (1) |
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135 | (2) |
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Funding Initiatives: The Principal as Entrepreneur |
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137 | (14) |
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138 | (1) |
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Strategies for Funding Staff Development |
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138 | (7) |
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138 | (1) |
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Estimating Available Revenue |
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139 | (1) |
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Envisioning the Educational Program |
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139 | (1) |
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Determining the Expenditure Required to Support the Program |
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139 | (1) |
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139 | (1) |
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Strategies for Funding Staff Development |
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139 | (1) |
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140 | (2) |
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142 | (1) |
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Local Education Foundations |
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142 | (1) |
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143 | (1) |
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143 | (1) |
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143 | (1) |
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144 | (1) |
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145 | (1) |
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145 | (1) |
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The Principal as Entrepreneur |
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145 | (1) |
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146 | (2) |
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148 | (1) |
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149 | (2) |
| References |
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151 | |
