This qualitative study via an action research design explored adjunct faculty pedagogical perceptions at Butler County Community College (BC3) in Butler, Pennsylvania. Based on a preliminary study by the researcher, adjunct survey data was analyzed to determine if there was a need for pedagogy training and, if so, what adjuncts believed that…

The expectations of the Kentucky State Board of Education regarding a systematic plan for improving the professional performance of Kentucky public school system educational staff--nonacademic as well as academic--are set forth. A description of the plan is given. Methods for implementation of the Kentucky Plan into local school systems are…

Findings of a study that explored the role of staff developers in integrating staff development with organizational development are presented in this paper. Staff development (SD) is defined as professional development for individuals to improve student instruction; organizational development (OD) is defined as professional development for groups…

Argues that while community and technical colleges have been instrumental in assisting business and industry to meet human resource development needs, they have not responded to their own needs for a systematic and continuous development of institutional human resources. Cites effective approaches to staff development and offers recommendations.…

This booklet describes one of the earliest staff development models to support school-based improvement, the RPTIM model. The letters "RPTIM" represent the five stages of the school-based approach to staff development--readiness, planning, training, implementation, and maintenance. The model is based on the belief that the school is the primary…

Many educators and policymakers find that deciding on the right staff-development program has become increasingly difficult. This brief, three-part monograph organizes staff-development objectives, models, and program-design features into an understandable, comprehensive framework. Part 1 advises readers on how to weigh a program's objectives.…

Confronted by a maturing staff, lower teacher turnover rates, declining enrollments, and more sophisticated instructional methods, the Bloomfield (New Jersey) Public School District adopted an ambitious staff development initiative in 1983. This paper describes the planning and implementation strategies used to launch Bloomfield's Teaching…

Inservice education is primarily planned and justified on the basis of its contribution to and impact upon the classroom. Although the student must remain central, staff development programs can and must concurrently address and relate to other institutional and/or organizational goals and objectives. Inservice or staff development should not be…

Staff development practices that successfully implemented long-term applications of cluster grouping in two districts are analyzed, compared, and reviewed. Parallel practices and differences are discussed concerning program beginning, implementation, and maintenance. Conclusions are drawn and six steps for use and consideration by others engaged…

College and university faculty are taking a new look at their role in in-service teacher education and staff development. Several considerations regarding perceptions and activities in this area are discussed. (JMF)

Claiming that staff development is a new concept that is not well-defined or understood by college administrators, this paper proceeds to define the concept in terms of organizational renewal theory, and present a model useful in planning, organizing, and analyzing staff development activities, programs, and processes in community colleges. A…

Outlines the essential elements of a staff development program, including institutional commitment and the identification of individual and group training needs. Offers a matrix for categorizing the pedagogical, technical, remedial, and personal growth needs of academic, nonacademic, and administrative personnel. Identifies program types and…

Prior to implementation of a supervisory staff development program, it is necessary to review current literature in the field of educational administration in order to define specific elements (domains) of the supervisory knowledge base. A qualitative research study involving a review of relevant literature yielded 13 primary domains or categories…

A study was conducted to determine the important components of a comprehensive staff development program. To guide the investigation, a paradigm was constructed which identified the content areas of staff development as personal/professional, program/instructional, and organizational development; and which specified a statement of purpose or…

A two-part faculty development plan for Malcolm X College (Illinois) and a discussion of its development are presented. Phase One of the plan details the development of an informal, inter-disciplinary resource team to assist the faculty in identifying and solving instructional problems through (a) accepting and diagnosing the problem, (b) defining…