Individualizing Staff Development in Rural School Districts to Enhance Services for All Children, Including the Handicapped.

Autor/in	Helge, Doris
Institution	Murray State Univ., KY. Center for Innovation and Development.
Titel	Individualizing Staff Development in Rural School Districts to Enhance Services for All Children, Including the Handicapped.
Quelle	(1980), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Change Strategies; Community Involvement; Cooperative Programs; Elementary Secondary Education; Individualized Programs; Management Information Systems; Models; Rural Schools; School Districts; Services; Special Education; Staff Development; Student Needs; Teamwork; Trainers + Suchen Sie Ihr Suchwort? Lösungsstrategie; Individualisierte Ausbildung; Managementinformationssystem; Analogiemodell; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Dienstleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Personnel development; Personalentwicklung; Ausbildungslehrer; Trainer
Abstract	Comprehensive staff development approaches described in this paper are based on on-site work with school districts and a 1980 National Rural Project investigation of problems experienced by over 80 rural districts and cooperatives across the country as they attempted to implement staff development programs. Three models are described which employed staff development as a vehicle for change in rural districts; each process involved inter- and intra-school levels as well as rural communities. Model A is described as a management model which allowed members of the district to develop and implement strategies creating growth-promoting interaction for all who would influence children, including the handicapped child in the least restrictive setting. Model B is described as a comprehensive management information system which optimized school and community resources to implement special education mandates in ways beneficial to all students within individual schools/total districts. Model C is described as a trainer-of-trainers approach which was used on district-specific and statewide bases. The paper concludes that these models stem from value systems emphasizing (1) identification of resources as well as needs, (2) environmental monitoring of the local culture of a particular district and community subculture, and (3) identification of creative alternatives for use in the specific district, analyzing effectiveness as well as cost-efficiency. (BRR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01