Local Vocational Education Agencies and Professional Personnel Development.

Autor/in	Kraska, Marie F.
Titel	Local Vocational Education Agencies and Professional Personnel Development.
Quelle	(1979), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavioral Objectives; Certification; Competency Based Education; Comprehensive Programs; Educational Needs; Educational Objectives; Individualized Programs; Inservice Teacher Education; Job Skills; Needs Assessment; Personnel Evaluation; Program Development; Staff Development; Student Needs; Technical Education; Two Year Colleges; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Gesamtunterricht; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Individualisierte Ausbildung; Lehrerfortbildung; Produktive Fertigkeit; Bedarfsermittlung; Personalbeurteilung; Programmplanung; Personnel development; Personalentwicklung; Technikunterricht; Ausbilder
Abstract	Dalton Junior College, Georgia, has developed a comprehensive staff development plan for professionals in the vocational-technical division to relate student needs to professional competencies and meet certification requirements. The plan consists of a rationale or stated need and general goals, policies, and procedures. As a component of the plan, local school goals were related to student needs in the form of twenty-two student goals. Additionally, improvement practices designed to meet student goals were written as teacher and administrator objectives and divided into seven categories of general competencies. Identified in the next section of plan were operating policies, procedures, and special considerations followed by a section addressing educational personnel needs assessment. Specific procedures in the preparation phase of the plan were established and certification records were signed by the director once these procedures were completed. A system for on-the-job assessment was also established. Training agreements, developed cooperatively, were designed to assist in developing competencies to match indicated needs. There are advantages for schools who do develop a comprehensive plan, such as constancy in some procedures for different activities and the identification of policies and objectives prior to training activities. A comprehensive plan must still be designed to accomodate the needs of the school system where it will be used. (FP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC