• Subscribe

    Sign up here for our monthly newsletter.

    • Learning Forward

    Equity and excellence in teaching and learning.

    Menu

    3 strategies for administrators

    Supporting the school-based staff developer is a matter of 1-2-3

    By Marilyn Tallerico
    January 2007
    Principals and district administrators must do more than simply add staff developers to schools and hope for the best. How can education leaderssupport on-site staff developers? To sustain systemic conditions conducive to on-site staff developers’ work, administrative leaders must ensure that resources are invested overadequate time periods, must honor each school’s history of improvement efforts, and must continuously nurture political support. SUFFICIENT TIME School-based staff developers’ work can vary widely, from modeling lessons in classrooms to facilitating collaborative problem solving to coaching teachers in improving instruction, curriculum, assessments, and more. Research indicates teachers need at least 20 to 25 practice trials over eight to 10 weeks to transfer even moderately complex new skills or strategies appropriately and consistently into classroom teaching (Joyce & Showers, 1995,

    Read the remaining content with membership access. Join or log in below to continue.

    Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

    Log In
       
    Forgot password? Click here to reset
    New User? Click here to register

    References

    Birman, B., Desimone, L., Porter, A., & Garet, M. (2000, May). Designing professional development that works. Educational Leadership, 57(8), 28-33.

    Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.

    Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.

    Gordon, S. (2004). Professional development for school improvement: Empowering learning communities. Boston: Allyn & Bacon.

    Hall, G. & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn & Bacon.

    Joyce, B. & Showers, B. (2002, Summer). Student achievement through staff development (3rd ed.). Alexandria, VA: ASCD.

    Joyce, B. & Showers, B. (1995). Student achievement through staff development (2nd ed.). White Plains, NY: Longman.

    Peterson, K. (2002, Summer). Positive or negative. Journal of Staff Development, 23(3), 10-15.

    Roberts, S. & Pruitt, E. (2003). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin Press.

    Sparks, D. & Hirsh, S. (1997). A new vision for staff development. Oxford, OH: NSDC & ASCD.

    Tallerico, M. (2005). Sustaining and supporting teachers’ professional development: A principal’s guide. Thousand Oaks, CA: Corwin Press.

    + posts

    Search
    The Learning Professional

    Published Date
    Reset

    CURRENT ISSUE

  • Subscribe

    • Recent Issues

    LEARNING TO PIVOT
    August 2024

    Sometimes new information and situations call for major change. This issue...

    GLOBAL PERSPECTIVES
    June 2024

    What does professional learning look like around the world? This issue...

    WHERE TECHNOLOGY CAN TAKE US
    April 2024

    Technology is both a topic and a tool for professional learning. This...

    EVALUATING PROFESSIONAL LEARNING
    February 2024

    How do you know your professional learning is working? This issue digs...

  • © Copyright Learning Forward
    • Skip to content