Achieving the Goals and Key Practices of the "High Schools That Work" Program through Staff Development. High Schools That Work Site Development Guide #4: Staff Development.

Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Achieving the Goals and Key Practices of the "High Schools That Work" Program through Staff Development. High Schools That Work Site Development Guide #4: Staff Development.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Administrator Role; Demonstration Programs; High School Students; High Schools; Inservice Teacher Education; Models; Noncollege Bound Students; Program Development; Program Evaluation; Program Implementation; Regional Programs; School Restructuring; Teacher Role; Vocational Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerfortbildung; Analogiemodell; Programmplanung; Programme evaluation; Programmevaluation; Regional program; Regional programme; Regionalprogramm; Schulreformplan; Schulumwandlung; Lehrerrolle; Ausbildung; Berufsbildung
Abstract	This guide is the fourth in a series of guidelines designed to be a framework for positive action at the school site and in the classroom through the High Schools That Work (HSTW) program, an effort to raise the achievement of career-bound students. It details the process of accomplishing the HSTW's goals through an ongoing staff development program. Discussed first are the HSTW's goals of transforming schools into learning organizations for all students and making teachers key players at HSTW sites. The goals and key practices of the HSTW program are listed, and 10 principles of effective staff development at sites are discussed. The following phases/key activities of an effective staff development program are examined: (1) assessment (ask key questions, compile and analyze data, set priorities and state desired results); (2) design/implementation (use multiple staff development strategies, plan the content, select the process, incorporate key elements of workshop design, identify consultants and trainers, track student achievement and changes in school practices); (3) institutionalization; and (4) evaluation. Finally, the roles and responsibilities of the following individuals/organizations for planning/implementing staff development at HSTW sites are described: district-level leaders and staff, principals, site staff development teams, HSTW site coordinators, and vocational and academic teachers. Sample materials and descriptions of exemplary practices are included throughout the guide. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC