Use planning questions rather than fixed prescriptions when designing staff development program features¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because staff development programs differ in type and purpose, the authors replace the earlier edition's list of research-based recommendations with pertinent questions and comments attached to each of the nineteen program-design features grouped under objectives, delivery system, and administration. They state: "instead of recommendations, this edition presents questions that should be askednot prescriptions that must be followedwhen designing the various features of a staff development program." Planners use these questions to tailor design features to their chosen objective and model.

Design Implications¶

Context¶

Requirements¶

• The planner must first determine the program's objectives and select a model before applying the design-feature questions

Constraints¶

• The authors argue prior recommendations seem less valid because they do not acknowledge that different types of staff development programs have different purposes

Target Learners¶

• educators and policymakers designing staff development programs at building, district, or state level

Target Learning Goals¶

• designing effective staff development programs

Related Strategies¶

• Consider evaluation issues up front when launching educational reform initiatives

Examples¶

-

Key Sources¶

• Gall, Meredith D.; Vojtek, Roseanne O'Brien. (1994). Planning for Effective Staff Development: Six Research-Based Models. ERIC Clearinghouse on Educational Management. https://eric.ed.gov/?id=ED372464