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Essay / Research Paper Abstract
This 8 page report discusses issues related to staff development
and the fact that whether it is in terms of motivation, skills
training, or career enhancement is a formidable task for any
supervisor or management team that takes it on. When tit is
applied in the realm of education, it is particularly
challenging. Based on Sparks and Louks-Horsley’s 1989 work “Five
Models of Staff Development,” the report considers the ways in
which teachers approach and react to training and development
changes in their unique realm of classroom and school.
Bibliography lists 5 sources.
Page Count:
8 pages (~225 words per page)
File: D0_BWsparks.rtf
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Unformatted sample text from the term paper:
it is particularly challenging. Based on Sparks and Louks-Horsleys 1989 work "Five Models of Staff Development," the report considers the ways in which teachers approach and react to training
and development changes in their unique realm of classroom and school. Bibliography lists 5 sources. BWsparks.wps Five Models of Staff Development and
Teachers for - March 2001 -- for more information on using this paper properly! Introduction Staff development,
whether it is in terms of motivation, skills training, or career enhancement is a formidable task for any supervisor or management team that takes it on. When tit is applied
in the realm of education, it is particularly challenging. After all, teachers are in charge of teaching . . . not learning. Often, even those teachers that are
the most open to personal advancement are still the ones who require the greatest effort. As Sparks and Louks-Horsley (1989) point out in the introduction to their article: "In spite
of this recent intense, widespread interest in staff development, much remains to be learned about the process" (PG). They offer five models or "design(s) for learning" to assist in
understanding "where knowledge about teaching practice comes from, and how teachers acquire or extend their knowledge." In their article in the Journal of Staff Development (Fall 1989), Sparks and
Louks-Horsley present five models of staff development: (a) individually-guided staff development, (b) observation/assessment, (c) involvement in a development/improvement process, (d) training, and (e) inquiry. When considered in terms of the
various categories of teacher needs as presented by Lieberman and Miller (1989), it is clear that there is a fine line to walk between the processes of enrichment and additional
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