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A New Vision for Staff Development

Supervision - Week 8


on 3 September 2010

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Transcript of A New Vision for Staff Development

A New Vision
for Staff Development Dennis Sparks
Stephanie Hirsh
Major in Staff Development From individual development to individual and organizational development:
Improvements in individual performance alone are insufficient to produced the desired results.
Individual and organizational goals must be addressed simultaneously and support one another.
From fragmented, piecemeal improvement efforts to staff development driven by a clear, coherent strategic plan for the district, school, and individual departments/teams:
Orientation to student outcomes and systems thinking
Clear mission statements and measurable objectives
District offices become service providers
From district focused to school-focused approaches:
Attention to helping schools meet their school improvement goals
School staff seeks incremental improvement related to a common set of goals
Learning activities designed and implemented by school staff with technical assistance from Curriculum Office
From training conducted away from the job as the primary delivery system to multiple forms of job-embedded learning:
Move from “sit and get” away from school
Coaching to follow all programs
Learning in small groups through action research, peer coaching and observation, study groups, lesson study, Critical Friends, journal writing, LASW, and others
From an orientation toward the transmission of knowledge and skills to teachers by “experts” to the study by teachers of the teaching and learning processes:
Teachers develop their own expertise by working on processes that help them continually improve their understanding of teaching and learning.
From staff developers who function primarily as trainers to those who provide consultation, planning, and facilitation services as well as training:
Focus shifts from the “traditional” to help with results-driven education and systems thinking (school improvement strategies).
From staff development provided by one or two departments to staff development as a critical function and major responsibility performed by all administrators and teacher leaders:
Development of others becomes a central point for all leaders.
Staff developers move to one-on-one coaching, facilitation of meetings, and other needs determined by individual schools.
And, Finally... From staff development as a frill that can be cut during difficult budget times to an indispensable process without which schools cannot hope to prepare young people for citizenship and productive employment.
FTS Shi From a focus on adult needs and satisfaction to a focus on student needs and learning outcomes, and changes in on-the-job behaviors:
What should students know and be able to do, and work backwards to the knowledge, skills, and attitudes needed.
Student outcomes are not just the responsibility of the teacher but are the result of a complex interaction of the various parts of the system.
From a focus on generic instructional skills to a combination of generic and content-specific skills:
Studies have shown the importance of teachers possessing a deeper understanding of both their academic disciplines and of specific pedagogical approaches tailored to those areas.
From staff development directed towards teachers as the primary recipients to continuous improvement in performance for everyone who affects student learning:
Continuous improvement becomes the process that all staff follow.
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