Eight-type taxonomy of staff development objectives: five teacher-centered, one student-centered, one curriculum-centered, one school-centered¶

Theory · All theories
Evidence · no claims cited

Description¶

The monograph's first organizing axis classifies everything staff development might aim at into eight main types. Five are teacher-centered (knowledge and understanding, attitude change, instructional skills and strategies, reflective decision-making, specialized roles), and three target students, curriculum, or the school. The authors state: "The table shows that five of the staff development objectives relate directly to improvement of teachers' professional skills. The other three objectives relate directly to the improvement of students' learning, curriculum, or the school." They advise planners to focus on a program's immediate objective, since indirect objectives are less likely to be achieved.

Design Implications¶

Context¶

Requirements¶

• Programs should be selected and analyzed by their objectives rather than by speaker charisma, price, or packaging

Constraints¶

• The authors note it is more likely a program will achieve its immediate objective than indirect or long-term objectives

Target Learners¶

• teachers in inservice education
• school administrators and policymakers designing staff development

Target Learning Objectives¶

• improving teachers' knowledge, skills, and attitudes so they perform their roles more effectively

Claims¶

Related Theories¶

• Six models of staff development ordered by ascending complexity, each implying a distinct staff-developer role

Examples¶

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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