1. Conducting Effective In-service and Professional Development Training

2. Begins with a Vision  What are we doing?  Why are we doing it?  Does what we are doing link with current research?  What should we look like?  *In-service fails because of un-defined reasons for In-service.

3. Connect In-service with prior knowledge  Link it with what you are doing-or going to do.  Connect it – the same way. *In-service fails because we introduce new concepts to teachers in mid year and then forget it.

4. Empower Participants  Buy-in is essential; learning requires an emotional buy-in.  What’s in it for me?  Why would I personally want to do this?  What are the benefits? *In-service fails because of no attempt by leaders to establish buy in.

5. Develop a support system  Good for teachers and students.  Develop a local group to follow-up and support.  Staff in-service  Writing across the curriculum.  Students  Drugs and alcohol programs  This group will receive continuing education.  Provide staff/students with updates and in-service. *In-service fails due to lack of trained personnel for follow-up.

6. In-Service Bottom Line  What has changed for our students because of this?

7. In-service gaps Perceived effective In-services vs. Actual In-services

8. Most Common In-services  Handouts  Lectures  Demonstrations  Videos – Movies etc. Most Beneficial In-services  Observing actual practice  Small Group Instruction  Demonstrations  Follow-up with job assistance Analysis Educators report they do not experience the strategies most useful to them