Educational Leadership and Planning for Technology Chapter 11 – Staff Development Dr. Anthony G. Picciano

Copyright © 2006 by Pearson Education, Inc. All rights reserved PowerPoint Outline A Long Way to Go The Staff Development Planning Model Who Learns? Different Alternatives for Different Needs Designing and Implementing Effective Staff Development Programs Staff Development Resources

Copyright © 2006 by Pearson Education, Inc. All rights reserved A Long Way to Go Studies report that most teachers are not making extensive use of technology.¹ Research suggests that hardware and software are being acquired in schools at an escalating rate, and yet many teachers are not using it. A national survey showed that many teachers consider themselves beginners in the use of technology in their classes.² ¹Park & Starezina, 2004; Trotter, 1999; Northrup & Little, 1996; U.S Congress, 1995; Becker, 1994; Goodson, ²Education Week, 2004.

Copyright © 2006 by Pearson Education, Inc. All rights reserved Technology planning Staff development Assess needs Design programs Provide incentives Implement program Evaluation and review The Staff Development Planning Model Major Components Staff developing—planning activity that integrates staff development with other planning activities Assessing needs—identifying the staff development needs of a district or school Designing the program—meeting the needs Providing incentives for staff to participate Implementing the program Evaluating and reviewing

Copyright © 2006 by Pearson Education, Inc. All rights reserved Who Learns? In planning staff development activities, the critical question is: Who learns? The simplest and broadest answer is: everybody. Administrators Teachers Clerical staff However, a more specific answer to the question should be related directly to a district’s planning objectives.

Copyright © 2006 by Pearson Education, Inc. All rights reserved Different Alternatives for Different Needs The first step in planning a staff development program is to identify what a district needs to do, through a “needs analysis.” Designing a staff development program should be done systematically, so that the proposed program relates closely to the district’s overall technology plan. Simply offering several workshops each year (workshops that may or may not be relevant to a district’s goals and objectives) will not be effective.

Copyright © 2006 by Pearson Education, Inc. All rights reserved Designing and Implementing Effective Staff Development Programs The most effective common elements for technology training are: Hands-on activities One-on-one coaching Training the trainer Equipment availability Staff Development One-on-one coaching Hands-on activities Training the trainer Equipment availability

Copyright © 2006 by Pearson Education, Inc. All rights reserved Consider also employing outside expertise and consultants, particularly if you’re looking at a new or inherently complex technology. Here are some organizations and other resources that might be helpful in planning, designing, and implementing programs. American Association of School Administrators American Federation of Teachers Association for Supervision and Curriculum Development (ASCD) American Society for Training and Development (ASTD) Computer Learning Foundation Milken Family Foundation National Association of Elementary School Principals Staff Development Resources

Copyright © 2006 by Pearson Education, Inc. All rights reserved National Association of Secondary School Principals National Centre for Technology in Education, Dublin University National Council for the Social Studies National Education Association Sunburst Communications Inc. Technical Education Resource Center (TERC) The Thornburg Center for Professional Development Tom Snyder Productions Staff Development Resources

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