Barriers to School Restructuring: The Process and Content of Staff Development.Report as inadecuate




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A series of focus group interviews with teachers and principals from six schools in several mid-Atlantic states examined common frustrations over staff development and school restructuring. Results of the interviews showed that the staff development needs of schools undergoing restructuring often do not match programs offered by the state or school district. Teachers spoke of the limited time available to learn about and implement new ideas and strategies. Teachers also dwelled on student demographics and classroom management issues rather than instructional strategies. Similarly, discussion did not move easily beyond alterations in rules, roles, and relationships to focus on results. Observing other teachers in schools involved in similar restructuring efforts was cited as helpful in staff development, but was not done often enough. It was also found that working together and collegiality were important to teachers. Many restructuring efforts require teachers to be less isolated and work together. Teachers also cited the need to set aside time for staff development and receive full compensation for it. Conflicts with state and district requirements also were mentioned as a barrier to school-level restructuring. (Contains 14 references.) (JPT)

Descriptors: Elementary Secondary Education, School Restructuring, Staff Development, State School District Relationship, Teacher Alienation, Teacher Effectiveness, Teacher Improvement

Research for Better Schools, Inc., 444 North Third Street, Philadelphia, PA 19123.









Author: Sidler, Jennifer L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11942&id=ED360750



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