Teacher Attitudes IDENTIFIERS Teacher Journals

This practicum project used organized professional development to increase involvement of teachers at a preK-8 school in the school's reform process. All members of the school community actively participated in planning, data collecting, and sharing of pertinent reform information. The 3-month staff development intervention consisted of three phases: (1) meetings with stakeholders, including teachers; (2) professional development programs comprised of seven training workshops that covered infusion of technology, context of learning, multicultural values, parental involvement, whole-language instruction, continuous progress, and responsive classroom techniques, with teachers collaborating on workshop planning and presenting; and (3) professional development activities, such as receiving administrative leave to visit neighboring schools engaged in similar reform efforts. Data on teacher involvement were collected through journal entries, checklists, on-site observations, and surveys. Findings indicated that at the end of the 3-month intervention, the number of dissatisfied teachers was reduced, more teachers were participating in the change process, over half the teachers were implementing the new techniques and strategies, and teachers were more involved in the reform effort. (Three appendices contain forms used in the study. Contains 31 references.) (KDFB) Reproductions supplied by EDRS are the best that can be made from the original document