Staff development in schools: The development of individualized holistic approaches

The purpose of this study was to identify successful and effective practices and process of staff development from the literature and from the coordination of five studies relating to staff development in New South Wales, Australia, and Nebraska, U.S.A. The study was based on the following: an open-ended survey of teachers in New South Wales and Nebraska; a program evaluation of staff development in schools in New South Wales; case studies of eight exemplar schools; a longitudinal study of Sylvania Primary School, New South Wales; and case studies of the turning points in the careers of five successful educators. The Evaluation of Staff Development in New South Wales was a quantitative study, while the other studies utilized a variety of qualitative methods. Three research categories emerged from the results: leadership, culture, and teacher change. These concepts determine the quality of the setting, and the conditions in which successful learning practice for teachers might be engendered. An array of responses drawn from the studies inferred directions for change in each of the major categories. The quantitative analysis of staff development was analyzed using descriptive statistics. A content analysis was utilized for the open-ended questions in this survey. A variety of techniques was used in the qualitative studies. These included: field observations; individual, small and large group interviews; journaling; artifact review; and continued feedback to, and clarification with, the respondents. Findings suggested that those responsible for staff development needed to adopt approaches which enabled quality staff development to emanate from within the culture of individual schools. The role of the principal was pertinent; quality educational leadership and teacher empowerment were keys to quality schools. There were also implications for the selection and development of principals. Teacher change was best sponsored in certain learning conditions which allow maximum interaction. The professional development of principals related to the in-school application of the precepts suggested by the data. The utilization of teacher strengths, opportunities for experiential learning and leadership opportunities related to varied roles and responsibilities were found to be effective scaffolds for teacher empowerment. The culture of the school was most effectively nurtured in frameworks which allowed for meaningful communication through small group and individual interaction. Where those responsible for staff development maintained vision and continued reference to the big picture , a corporate philosophy of the common good for all members of the school developed. Teacher change occurred best where learning conditions similar to those best suited to student learning were a part of the culture of the school