A revolution took place in staff development in the late 1980s and into the 1990s. It was not reported on the evening news. Very few knew it was happening. The author was a rebel, along with others she had not yet met, in the rebellion that resulted in learning communities, the dominant form of professional development today. In 1978, the…

Seattle Superintendent Maria Goodloe-Johnson spoke at National Staff Development Council's (NSDC) 2010 Summer Conference in Seattle in July. Goodloe-Johnson shared her insights on the role of professional learning in reaching all students in a diverse urban district. Selected excerpts from her speech are presented.

Student learning and development do not occur without teacher learning and development. Not any teacher development will do, though. The old flaws of weak and wayward staff development are well-known--no staff development, in which trial and error are assumed to be enough; staff development that is all ideas and no implementation, i.e. the…

Identifies areas of knowledge principals need to guide staff development, focusing on qualities of principal-staff developers, and the principalship (programs to help train staff developers, and delegation of staff development roles). Recommendations include establishing district staff development programs and intervention for principals having…

Information is presented to help elementary principals manage and facilitate staff development, drawing upon research concerning effective schools, educational change, and leadership. Requisite knowledge and skills are proposed for principals, with recommendations provided for using staff development to effect school improvement. (SM)

Suggestions on how to examine educational programs in business and relate findings from such learning experiences to the school environment are presented in this article. (DF)

A successful, large-scale staff development program at a Colorado elementary school is described. The article focuses on initial district administrative support, transition to a teacher-directed program, and the voluntary peer coaching program which kept the excitement alive and ensured that training was firmly incorporated into teachers' daily…

Describes ways in which principals can use a two-phase staff development process to foster a strong sense of community and build an educational community. Benefits include higher staff morale, increased faculty cohesion, and a renewed dedication to teaching. (SM)

Influencing educational decision makers requires creating ongoing relationships, keeping everyone informed, and developing persuasive skills. Persuasion requires preparation, refinement, hard work, and a sound understanding of the people being lobbied. Lobbying must be factual and relevant to the audience. The article looks at influence from the…

This article presents the seven-faceted design for districts to engage and develop aspiring school leaders. These are: (1) Growing teacher leaders: Whose job is it anyway?; (2) A resource rich in leadership opportunities: Where is there more work to be done than in a school?; (3) Beware of silos; (4) We're all in this together; (5) Staff…

Describes a project to determine how teachers can best implement new ideas and strategies learned at staff development programs by using peer coaching as a follow-up to training. The project, based on an understanding of the usefulness of mathematics manipulatives, increased teachers' use of a new teaching strategy. (SM)

A model staff development program used at Bristol Eastern High School, Connecticut, suggests a role for principals to play in promoting and maintaining a professional development program with significant faculty involvement. It involves opportunities for teachers to interact with one another via sharing sessions, peer observations, and committee…

Examines the impact of administrator staff development programs on individuals and districts. Steps to help school districts improve evaluation efforts include examining school district culture and its support for development; ensuring that there are clear objectives and adequate resources for evaluation; and linking program goals to effective…

Parkway School District in Chesterfield, Mo., creates a system in which all their employees have opportunities to experience ongoing professional learning. District leadership believes that all employees, whether or not they interact with students, contribute to the school district's success. The Parkway support staff development is building a…

A former educator who currently holds a management position in private industry relates perceptions of the differences between programs in education and business. Clients, content, and training processes of both settings are explored. (DF)