Update Report: Implementing Standards-Based Reform in San Diego City Schools.

Autor/inn/en	Neufeld, Barbara; Kuwahara, Yuri; Swanson, Judy
Titel	Update Report: Implementing Standards-Based Reform in San Diego City Schools.
Quelle	(2000), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Middle Schools; Peer Counseling; Principals; Program Evaluation; Program Implementation; Staff Development; Teachers + Suchen Sie Ihr Suchwort? Bildungsreform; Middle school; Mittelschule; Mittelstufenschule; Principal; Schulleiter; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Lehrer; Lehrerin; Lehrende
Abstract	As part of a school reform program, focused initially on literacy the San Diego City Schools decided to create the position of school-based staff developer. Creating this position proved to be a daunting challenge, with considerable disagreement between the union and the school district. Data were collected about the early implementation of the staff developer role in middle schools through interviews with 14 staff developers, 15 principals who work with the staff developers, 2 principals without a staff developer, and 1 principal with a staff developer who began work later in the school year. Findings suggest that the initial implementation of the staff developer position has been very successful from the viewpoint of both staff developers and principals. Overall, staff developers thought that the new role would enable them to grow personally and to have a schoolwide impact on teaching and learning. They considered themselves reasonably well prepared for the new position by their initial formal training, and they felt that they had a much greater understanding of the new literacy framework. All thought that it was essential for them to grain the trust of the teachers, to ensure that they were not regarded as spies for the administration. Staff developers also reported that they usually have more demands on their time than they can fulfill. Principals thought that the position has gotten off to a strong start. The questionnaires also identified some areas in which staff developers and principals believe more training is needed. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC