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Staff Development

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Human Resource Maximization

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Staff Development

  1. 1. STAFF DEVELOPMENT Iqtidar ul Hassan
  2. 2. Terms Used for the Process  Professional growth  In-service education  Continuing education  Recurrent education  On-the-job staff training  Human resource development  Staff improvement
  3. 3.  Historically…. ◦ The need to provide the “missing education” for the ill prepared teachers dominated in- service programs.
  4. 4.  Staff development must be proactive rather than reactive  Its effectiveness depends upon the extent to which it is personalized and based upon positive constructs ◦ Concern for deficiencies in staff preparation and the need to update skills are appropriate but  Remediation should not assume the dominant role
  5. 5. Appropriate Approach to Staff Development   It is a proactive consideration and is developmental in that its emphasis is upon an ever-developing individual.  It focuses on  Projected organizational needs and objectives to help the school system remain creative and productive  Individual growth that meets those needs  Aligning those needs with personal fulfillment and gratification   Places greater emphasis on the extension of personal strengths and creative talents than upon remediation of personal weaknesses   Effective staff development is personal development.
  6. 6. Major Purposes of Staff Development  To provide planned staff development programs for the learning necessary to  Enable the employee to perform at the level of competency required in current and future position assignments  To provide a climate  For personal fulfillment and  Institutional effectiveness  That facilitate human creativity and  System renewal  To serve primary goals  Enhancing and achieving quality teaching and learning for students  To establish viable and meaningful programs  That enable system personnel to work cooperatively  Toward achieving system goals and  Personal goals in areas of  Achievement  Satisfaction and  Self-fulfullment
  7. 7. Operational Procedures for Staff Development 1. Adopt a guiding philosophy 2. Develop goals and objectives 3. Plan programs, activities, and delivery systems and determine responsibilities 4. Schedule and deliver plans and programs 5. Evaluate the process
  8. 8. RPTIM Model (Thompson, 1938)  Readiness  Planning  Training  Implementation and  Maintenance RPTIM has been conceptualized under these five stages and 38 practices.
  9. 9. Staff Development Methods and Strategies  Mentoring ◦ The mentor becomes the primary coach 1. Ascertain the areas of interest and needs 2. Work with mentee to design plan for individual growth 3. Assesses resources for meeting mentee’s growth 4. Serves as sounding board and constructive critic in evaluation
  10. 10.  Quality circles ◦ Small group participate actively in planning, designing, and implementing ◦ They are formed within these guidelines  Focus upon the area which is determined as the most important  Variety of methods and procedures are used to provide practice of skills and knowledge required  Constructive feedback is provided  Specific provisions are made for the implementation of behavior or methods desired
  11. 11. ◦ Quality circles can serve these purposes  Developing new knowledge and skills  Establish individual responsibility for personal development  Promotion of personal motivation  Improvement of personal performance and work quality  The general improvement of staff communication, human relationships, and trust
  12. 12.  The Teacher Center  Assessment Center Methodology ◦ It is characterized by these activities  Behaviors and skills, determined to be relevant to a specific job, are assessed  Multiple assessment techniques are utilized  A group of assessors is used  Jurying  A system of feedback is provided to the person assessed
  13. 13.  Clinical Supervision ◦ The procedure 1. Cooperative relationship of teacher and supervisor 2. Teacher plans a unit with constructive input by supervisor 3. Planning the observation procedures 4. Supervisor makes actual classroom observation 5. Supervisor incorporates data collected into a reportable format, which the teacher can readily understand 6. Post-observation conference with the teacher 7. Evaluate the results to the predetermined objectives 8. Plan the next teaching lesson
  14. 14.  Career Development Planning  Personnel Appraisal Method  Task Force and Shadow Groups  Job Rotation  Peer-Assisted Leadership
  15. 15. Adults as Learners

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