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

Theory · All theories
Evidence · 5 claims (2 for, 2 mixed, 1 against) · 1 study (1 review), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The monograph's second organizing axis identifies six models: expert-presenter, clinical-supervision, skill-training, action-research, organization-development, and change-process. Each model is a different strategy for accomplishing one or more of the eight objectives, and each implies a corresponding staff-developer role (expert presenter, clinical supervisor, trainer, action-research facilitator, organization-development specialist, change agent). The authors state: "Also, the more complex models have greater potential to affect teachers and students than the less complex models." The ordering is presented as tentative, subject to change with new research knowledge.

Design Implications¶

Context¶

Requirements¶

• Staff developers must be supported with their own professional development, because none of the six roles is simple

Constraints¶

• The authors state the complexity ordering should be considered tentative, subject to change with new research knowledge

Target Learners¶

• teachers
• staff developers
• school leaders

Target Learning Objectives¶

• matching staff development strategies to objectives

Claims¶

• Research on clinical supervision's effectiveness is inconclusive, partly because practice is diluted and tied to evaluation [~W]
• Experimental staff development programs mostly raised student achievement relative to control teachers (review attribution) [+W]
• The expert-presenter model is the most prevalent staff development model, with most activities brief [~W]
• Widely implemented staff development (Madeline Hunter's ITIP) lacks empirical evidence of improved student achievement [-W]
• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) [+W]

Related Theories¶

• Eight-type taxonomy of staff development objectives: five teacher-centered, one student-centered, one curriculum-centered, one school-centered
• Six change-agent roles framework for regional staff development staff

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