Journal articles: 'School-based staff development'

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Stout, Robert T. "Staff Development Policy." education policy analysis archives 4 (February 17, 1996): 2. http://dx.doi.org/10.14507/epaa.v4n2.1996.

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It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice. In its current form it represents an imperfect consumer market in which "proof of purchase" substitutes for investment in either school improvement or individual development. A policy model based on investment in school improvement is shown, in which different assumptions about how to improve schools are linked to different alternatives for the design and implementation of staff development. These are argued to be based on an investment rather than consumption model.

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Oldroyd, David. "The Management of school‐based Staff Development at Priory School." British Journal of In-Service Education 11, no. 2 (March 1985): 82–90. http://dx.doi.org/10.1080/0305763850110204.

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Lomax, Pamela. "Managing staff development through school-based action research." Management in Education 13, no. 1 (February 1999): 5–6. http://dx.doi.org/10.1177/089202069901300102.

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Thillmann, Katja, Anabel Bach, Sebastian Wurster, and Felicitas Thiel. "School-based staff development in two federal states in Germany." International Journal of Educational Management 29, no. 6 (August 10, 2015): 714–34. http://dx.doi.org/10.1108/ijem-07-2014-0094.

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Tubin, Dorit, and David Chen. "School-Based Staff Development for Teaching within Computerized Learning Environments." Journal of Research on Technology in Education 34, no. 4 (June 2002): 517–29. http://dx.doi.org/10.1080/15391523.2002.10782365.

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Edmond, Nadia, and Nikki Hughes. "The Development of a School-based Approach to Staff Development for Study Support." Educational Review 52, no. 3 (November 2000): 249–57. http://dx.doi.org/10.1080/713664045.

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Dyer, T. J., and F. M. Elliott. "The development of a school-based psychotherapy service for adolescents." Psychiatric Bulletin 19, no. 1 (January 1995): 13–15. http://dx.doi.org/10.1192/pb.19.1.13.

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In this article we give an alternative view of service provision for adolescents with emotional difficulties centred around four high schools. We believe that the service we offer differs in a number of ways and has a number of benefits for clients and other pupils and staff at the schools. We present this view of our service with some information about its historical context and as a snapshot of the current state of the service in the expectation that there will be further developments.

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Downey, Ann M., Stephen J. Virgilio, Denise C. Serpas, Theresa A. Nicklas, Marian L. Arbeit, and Gerald S. Berenson. "“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention." Health Education 19, no. 2 (May 1988): 12–20. http://dx.doi.org/10.1080/00970050.1988.10610151.

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Downey, Ann M., Stephen J. Virgilio, Denise C. Serpas, Theresa A. Nicklas, Marian L. Arbeit, and Gerald S. Berenson. "“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention." Health Education 19, no. 5 (November 1988): 64–71. http://dx.doi.org/10.1080/00970050.1988.10616059.

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Hillen, Stefanie A. "School Staff-centered School Development by Communicative Action: Working Methods for Creating Collective Responsibility - From the Idea to Action." Journal on Efficiency and Responsibility in Education and Science 13, no. 4 (December 22, 2020): 189–203. http://dx.doi.org/10.7160/eriesj.2020.130403.

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School development is often seen as a concerted (re-)action to educational policies, curriculum development, and change in education laws or regulations, and sometimes, as stakeholders’ reactions to low school performance. Generally, school development incorporates organizational, managerial, and educational activities and measures. This is done to adapt to the new situation to achieve the desired changes and goals initiated by a given curriculum reform. In contrast, this paper focuses on school staff–driven development: It describes how teachers together with paraprofessionals contribute to school-development. Using collective responsibility creating working methods of communication, the enactment of staff’s self-chosen measures will be possible. This school staff–driven school development approach makes use of the Dialogue Café and the reflection cycle. The combined use of these working methods is seen as appropriate support for school staff–centered development of the School-In project based on the idea of collective responsibility. The paper presents by the application of a qualitative content and visualization analysis, how the communicative action according to Habermas took place. This is the process from the individual participant’s ideas, through individual and group reflections to finally formulated measures that result in the school’s staff joint actions.

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Kaye, Amy J., Vanja Pejic, Molly Jordan, Kristine M. Dennery, and David R. DeMaso. "Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model." Children & Schools 42, no. 2 (April 2020): 79–87. http://dx.doi.org/10.1093/cs/cdaa005.

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Abstract Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.

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Novick, Rebecca. "New Directions In Professional Development." education policy analysis archives 4 (August 27, 1996): 14. http://dx.doi.org/10.14507/epaa.v4n14.1996.

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There is increasing recognition that school reform and staff development are integrally related. Yet, despite a rich literature on adult learning and human development which supports teachers' need for a wide array of opportunities to construct their own understandings and theories in a collaborative setting, top down mandates have frequently left teachers out of the reform process. It is argued here that effective staff development should be tied directly to the daily life of classroom and grounded in the questions and concerns of teachers. Both a theory of pedagogy that advocates teaching for understanding and learning as understanding and a model of staff development based on practical knowledge enriched by critical reflection are discussed.

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Rahmah, Elva, Emidar Emidar, and Zulfikarni Zulfikarni. "Supporting Factors of Development School Library Based on Information Technology." Record and Library Journal 4, no. 1 (January 5, 2019): 46. http://dx.doi.org/10.20473/rlj.v4-i1.2018.46-54.

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The existence of a school library is a must. Based on the National Education Standards, eachschool is required to have a library. In its management, the library must be managed byappropriate management personnel and competent in their fields. In line with thedevelopment of science and technology that continues to develop school libraries need to bemanaged and utilized for the benefit of education through an appropriate forum, namely theschool library. Descriptive research method with a qualitative approach. Collecting datathrough observation, interviews and document analysis. Subjects in this study were schoolprincipals, library heads, library staff, visitors, events, facts, documents and various forms ofefforts, school library programs or activities. The object in this study is the development of aschool library based on information technology carried out in SMAN 2 and SMA 3 KotaPadang. The results showed that the factors influencing the development of information technology-based school libraries in State High School 2 and State 3 High School in PadangCity could be identified into four, namely human resources, information resources, funding,and infrastructure in the school library.

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Johnson, Patsy E. "Implementing a School-Wide Conflict Management Program: Staff Development is the Key." Journal of School Leadership 6, no. 6 (November 1996): 600–624. http://dx.doi.org/10.1177/105268469600600602.

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This paper presents a staff-development model to implement a school-wide conflict management plan. Results of an ongoing conflict management plan following its third year from an urban middle school are included to illustrate a conflict prevention and management strategy that was motivated and shaped by the school's culture and climate realities. The strategy is based on the premise that the effectiveness of the conflict management program improves when the philosophical orientation for conflict management is articulated, understood, and implemented by the administration, faculty, students, and parents.

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Schwager, Susan M. "Ongoing Program Development: Teachers as Collaborators." Journal of Teaching in Physical Education 5, no. 4 (July 1986): 272–79. http://dx.doi.org/10.1123/jtpe.5.4.272.

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Competency-based education was used as a program development tool in a project featuring collaborative efforts among teachers, school administrators, and teacher educators to improve existing programs. The project focused on a systematic approach to upgrading the elementary physical education programs in the participating teachers’ school, and was sponsored by the Physical Education Program Development Center. The Center is a field-based organization, its purpose being to facilitate ongoing program and staff development in affiliated school districts. The study was to document and describe what happened and to assess the impact of the project on existing school programs. A variety of quantitative and qualitative data collection techniques were used. The results showed that 17 competency-based program segments were designed and implemented by the eight participating teachers. Some gains in student performance were noted. The teachers’ reactions to the use of competency-based education were generally favorable.

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Knapczyk, Dennis, Paul Rodes, and Thomas Brush. "Improving Staff Development in Rural Communities Using Distance Education and Communication Technology." Rural Special Education Quarterly 13, no. 2 (June 1994): 19–24. http://dx.doi.org/10.1177/875687059401300204.

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There are many challenges to universities and school corporations in offering quality staff development to teachers in rural communities. This article describes an innovative approach to staff development that uses distance education and computer-based audiographic communications technology. This approach enables rural schools to over come many of the challenges to staff development because it gives them the ability to link with outside experts, to share in the ownership of the training, to devise experiences that improve the on-the-job performance of the staff, and to increase overall collaboration among personnel.

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Buher-Kane, Jennifer, Nancy Peter, and Stefanie Gabel. "Development of the OSTRC Conference Evaluation Toolkit." Journal of Youth Development 2, no. 3 (March 1, 2008): 118–34. http://dx.doi.org/10.5195/jyd.2008.339.

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Research demonstrates that staff quality directly impacts student achievement in out-of-school time (OST) settings, and that effective staff development contributes to a skilled workforce. Evaluating OST professional development is therefore attracting increased attention from researchers, practitioners, and funding agencies. In the spring of 2004, the Out-of-School Time Resource Center (OSTRC) began searching for professional development evaluation instruments designed specifically for the OST field. Since the OSTRC could not locate research-based surveys for this genre, it implemented a pilot study to create and test such instruments. These surveys were designed to evaluate professional conferences, which are critical (but not exclusive) components of OST professional development opportunities. The overarching goal of this study was to operationalize the pathway between professional development conferences and increased student learning.

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Ottesen, Eli. "Committing to School Development." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 7, 2018): 181–95. http://dx.doi.org/10.7577/njcie.2774.

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School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns.

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Scott, Michelle, Barry N. Feldman, and Maureen Underwood. "Delivering Professional Development in Suicide Prevention." Pedagogy in Health Promotion 2, no. 4 (July 20, 2016): 266–75. http://dx.doi.org/10.1177/2373379916658667.

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Online learning has emerged as a new technology for professional development for secondary school teachers and staff, including administration and nonclinical counselors. It is unknown if suicide prevention can be taught and learned effectively in an online learning modality. A quasi-experimental pre–post design study compared suicide prevention knowledge of 197 secondary public school teachers, administrators, guidance counselors, and staff in a traditional 2-hour in-person training versus a self-paced Web-based online training. Both training modalities led to a statistically significant increase in knowledge; however, knowledge acquisition was significantly greater among individuals in the online training. Age of the participants moderated the relationship across the two training modalities. The majority of participants reported the online training as useful and relevant, and 100% would recommend the online suicide prevention training to others. Online trainings are just as effective in teaching emotionally sensitive content such as suicide prevention as traditional in-person trainings.

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Anggoro, Dani. "Prototype Pengembangan Sistem Informasi Koperasi Simpan Pinjam Pada Sekolah XYZ Menggunakan Metode Throwaway Prototyping Development." Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (September 30, 2019): 34. http://dx.doi.org/10.30645/senaris.v1i0.5.

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Cooperatives as one of the economic activity actors in Indonesia must transform operational activities and management to keep abreast of technology in the current digital era. Operational and management activities at the XYZ School cooperative are currently limited to desktop-based systems. These activities certainly need to be developed following the era of digitalization and current technological developments. Operational time of cooperatives is a major obstacle in savings and loan cooperatives at XYZ School. Operational and management activities in the current technological era should not be limited by time and place, making it easier for cooperative staff members and members in operational activities at the XYZ School savings and loan cooperatives. Based on these conditions, the authors make a prototype research on the Development of a Savings and Loan Cooperative Information System at XYZ Schools Using the Throwaway Prototyping Development Method. Research begins with gathering needs, defining the overall objective of the software, identifying all needs, then designing information systems. The results of the development of analysis and design will be illustrated in the form of UML diagrams and the design of a savings and loan information system screen at the Web-Based XYZ School. With the development of cooperative information systems it can help cooperative staff and members to carry out operational activities without being limited by school operational hours, the information produced is more informative and can be accessed anytime and anywhere.

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Sharley, Victoria. "Identifying and Responding to Child Neglect within Schools: Differing Perspectives and the Implications for Inter-Agency Practice." Child Indicators Research 13, no. 2 (November 15, 2019): 551–71. http://dx.doi.org/10.1007/s12187-019-09681-z.

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AbstractChild neglect is the most common reason for a child to be placed on the child protection register in Wales. Due to their central position within the community, schools provide opportunities for staff to observe children’s interactions with peers and family members, five days a week, over an extended period of time and development. Although literature acknowledges schools as pivotal sites for the identification of child maltreatment, little is known about the manner in which school staff recognise and respond to child neglect in their roles. This paper brings new understanding about the way in which child neglect is identified by school staff in Wales. The mixed method research design comprises two phases: quantitative social work case file analysis, qualitative semi-structured interviews and non-participant observation. This paper presents two key findings from the thirty interviews with staff in mainstream schools undertaken within the second phase of the study. Findings emphasise the presence of differing professional perspectives between school staff and social services: firstly the identification of child neglect within the boundaries of the school, and secondly the interprofessional challenges which exist for school staff when responding to child neglect. Findings have important implications for future policy and practice in the delivery of school-based service provision, and broader messages for the development of effective inter-professional relationships between staff in all universal services and statutory services when supporting and protecting children who are suspected of living with neglect.

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Crutchfield, Jandel, Johnoson Crutchfield, and Jennifer Buford. "A Strengths-Based Multidisciplinary Leadership Team: A Case Study in an Urban Middle School." Urban Social Work 2, no. 2 (October 2018): 106–22. http://dx.doi.org/10.1891/2474-8684.2.2.106.

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Background:For school leaders challenged with meeting the needs of students, staff, parents, and community members, strengths-based leadership approaches have proven beneficial in accomplishing goals of teacher/staff development, addressing school climate, improving relationships between parents and school, and planning interventions for student success. The purpose of the present study is: (a) to offer a description of a multidisciplinary leadership team that employs a school social worker as a school administrator in a sixth–eighth grade middle school; (b) to identify the social worker's view of the strenghs-based approach and how this influences her administrative role; and (c) to consider whether the social worker’s unique skills are valued by others in the school community, when the social worker is a member of the school’s leadership team.Methods:A case study approach was used in this study.Results:The study identifies key areas in which school leadership can be informed and opportunities for further research on how multidisciplinary teams using strengths-based approaches in intervention could prove beneficial to K–12 educational reform.

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Homer, Emily M., Cheryl Bickerton, Sherry Hill, Lisa Parham, and Darlene Taylor. "Development of an Interdisciplinary Dysphagia Team in the Public Schools." Language, Speech, and Hearing Services in Schools 31, no. 1 (January 2000): 62–75. http://dx.doi.org/10.1044/0161-1461.3101.62.

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This article describes the development of a school-based dysphagia team (swallowing action team [SWAT]) within the St. Tammany Parish School System located in Covington, Louisiana. The team's vision was to ensure safe nutrition and hydration for students at risk for swallowing dysfunction during school hours. This article addresses how the team was initially formed, the process of identifying students who were exhibiting a swallowing disorder, steps taken for staff development, and problems encountered in seeking administrative approval. The current status of the dysphagia program, as well as future plans for further implementation, are also presented.

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Collins, Ruth, Robin Wallin, and Katherine Park. "School Nursing Protocol for the Management of Human Bites." NASN School Nurse 34, no. 6 (April 23, 2019): 351–56. http://dx.doi.org/10.1177/1942602x19844261.

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Human biting is considered a common stage in pediatric infant growth and development. However, this stage is not considered appropriate once children enter group daycare and school settings, and such behavior can lead to injury, stress, and trauma for other students and staff. When biting occurs in the school setting, staff are often unprepared to respond appropriately, and may seek delayed care, if at all. The school nurse may also be ill-equipped to provide first aid and education if there are no standardized guidelines to follow. Having a protocol in place for human bite incidents in the school setting helps school nurses provide information to students, parents, and staff in a timely manner and assists them with following evidence-based practice. Accurate documentation of the incidents also allows school nurses to identify triggers and knowledge deficits, which can assist them in planning educational interventions and training in the school setting.

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Williamson, Victoria, Michael Larkin, Tessa Reardon, Samantha Pearcey, Claire Hill, Paul Stallard, Susan H. Spence, et al. "Codesign and development of a primary school based pathway for child anxiety screening and intervention delivery: a protocol, mixed-methods feasibility study." BMJ Open 11, no. 4 (April 2021): e044852. http://dx.doi.org/10.1136/bmjopen-2020-044852.

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IntroductionAnxiety difficulties are among the most common mental health problems in childhood. Despite this, few children access evidence-based interventions, and school may be an ideal setting to improve children’s access to treatment. This article describes the design, methods and expected data collection of the Identifying Child Anxiety Through Schools – Identification to Intervention (iCATS i2i) study, which aims to develop acceptable school-based procedures to identify and support child anxiety difficulties.Methods and analysisiCATS i2i will use a mixed-methods approach to codesign and deliver a set of procedures—or ‘pathway’—to improve access to evidence-based intervention for child anxiety difficulties through primary schools in England. The study will consist of four stages, initially involving in-depth interviews with parents, children, school staff and stakeholders (stage 1) to inform the development of the pathway. The pathway will then be administered in two primary schools, including screening, feedback to parents and the offer of treatment where indicated (stage 2), with participating children, parents and school staff invited to provide feedback on their experience (stages 3 and 4). Data will be analysed using Template Analysis.Ethics and disseminationThe iCATS i2i study was approved by the University of Oxford’s Research Ethics Committee (REF R64620/RE001). It is expected that this codesign study will lead on to a future feasibility study and, if indicated, a randomised controlled trial. The findings will be disseminated in several ways, including via lay summary report, publication in academic journals and presentation at conferences. By providing information on child, parent, school staff and other stakeholder’s experiences, we anticipate that the findings will inform the development of an acceptable evidence-based pathway for identification and intervention for children with anxiety difficulties in primary schools and may also inform broader approaches to screening for and treating youth mental health problems outside of clinics.

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Reeves, Louisa, Mary Hartshorne, Rachael Black, Jill Atkinson, Amanda Baxter, and Tim Pring. "Early talk boost: A targeted intervention for three year old children with delayed language development." Child Language Teaching and Therapy 34, no. 1 (February 2018): 53–62. http://dx.doi.org/10.1177/0265659018755526.

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Pre-school education has been greatly expanded in the United Kingdom in the last two decades and further expansion is planned. Its provision allows parents to take up employment thus increasing family incomes and it is expected to narrow the gap between socially disadvantaged children and their peers. The latter is important as studies have shown that many children start school with poor language skills which threaten their attainment. Studies of the effects of pre-school education on the progress of disadvantaged children have shown inconsistent results and nurseries have been criticised by Ofsted for failing to prepare children for school entry. Nurseries and their staff have been found to vary in quality and in the level of qualifications they have. The provision of evidence based programmes which nursery staff may be trained to use may represent one means of improving their ability and improving the outcomes for pre-school children. We report an effectiveness study of Early Talk Boost a programme for use by nursery staff to improve language skills in three year olds. Nurseries were randomly assigned to use the programme or to act as waiting controls (who received the intervention in the following term). Children were assessed before and three months later after the completion of the programme. The progress of treated and control children differed significantly. Age equivalent scores showed treated children had gained 4.93 months, control children had gained only 2.33 months. We conclude that Early Talk Boost can be effective in advancing the language skills of socially disadvantaged children and improve their school readiness.

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Allen-Johnson, Ann. "Framework for 21st Century School Nursing Practice: Framing Professional Development." NASN School Nurse 32, no. 3 (April 19, 2017): 159–61. http://dx.doi.org/10.1177/1942602x16689665.

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The NASN Code of Ethics upholds that it is the responsibility of the school nurse to maintain competency and pursue personal and professional growth. Designing professional development activities that are relevant and support the needs of the school nurse can be a challenge. The Framework for 21st Century School Nursing Practice provides a model rooted in evidence-based standards of practice that can be utilized to assess an existing professional development program and identify gaps in learning opportunities. Nurse leaders can use the Framework for 21st Century Nursing Practice to provide a roadmap toward a professional development program that will be meaningful to school nurse staff, help restore or maintain joy in their practice, and allow them to achieve the goal of advancing the well-being, academic success, and lifelong achievement and health of students.

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Spencer, Sue S., and Kent R. Logan. "Bridging the Gap: A School Based Staff Development Model that Bridges the Gap from Research to Practice." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 26, no. 1 (January 2003): 51–62. http://dx.doi.org/10.1177/088840640302600106.

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Bach, Anabel, Anja Böhnke, and Felicitas Thiel. "Improving instructional competencies through individualized staff development and teacher collaboration in German schools." International Journal of Educational Management 34, no. 8 (April 27, 2020): 1289–302. http://dx.doi.org/10.1108/ijem-08-2019-0294.

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PurposeSchool improvement and effectiveness depend substantially on teachers developing their professional competencies on an ongoing basis. Germany's new approach to school governance combines instruments borrowed from different theoretical concepts: teacher collaboration (in a sense of professional self-regulation with high autonomy) and individualized staff development by principals (in a sense of managerial self-regulation with high within-school accountability). The purpose of the study is to examine whether these instruments are applied at schools in Germany, what factors predict the extent of use, and if the use is associated with the improvement of teachers' instructional competencies.Design/methodology/approachIn order to answer our research questions, we conducted a standardized teacher and principal survey at primary and secondary schools in Germany (658 teachers from 51 schools).FindingsThe analyses indicate that the instruments are not being carried out across the board. The results of a multilevel path analysis furthermore show that teacher self-efficacy, principals' leadership behavior, school size and students' SES are important preconditions for the use of the two instruments. However, the instruments have an impact on the improvement of teachers' instructional competencies but through different pathways.Research limitations/implicationsLimitations concern the cross-sectional design of the study and the focus on measures based on retrospective self-reported data.Originality/valueThis study is the first that examines the implementation and impact of two instruments with differing governance theoretical background in German schools.

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Murray, Kris, Alexander Research Committee, Anna Farmer, Katerina Maximova, and Noreen Willows. ""It's huge in First Nation culture for us, as a school, to be a role model": Facilitators and Barriers Affecting School Nutrition Policy Implementation in Alexander First Nation." International Journal of Indigenous Health 12, no. 2 (September 20, 2017): 43–63. http://dx.doi.org/10.18357/ijih122201717784.

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This mixed-methods community-based participatory research generated knowledge of school staff perceptions of the facilitators of and barriers to implementation of a Canadian First Nation school’s healthy nutrition policy. Themes derived from seven qualitative staff interviews were integrated with quantitative data derived from 28 staff surveys. The Medicine Wheel was used to describe results, as it provided a non-hierarchical and relational way to categorize all components and stakeholders of nutrition policy implementation. Factors that facilitated policy implementation were associated with the school environment, including the nutritional quality of foods sold or offered at school, administrative support, and foundational health programming prior to policy development. Staff identified the school as a role model for community members and as a key facilitator of policy implementation (for example, in leading health initiatives, providing a place for nutritious food and physical activity opportunities, and acting as a health resource for all community members). Barriers included inconsistency between staff members in policy implementation, uncertainty about staff members’ role in policy implementation, and lack of school communication with parents regarding the policy. One of the informative barriers from a First Nation perspective was the perceived misalignment of traditional foods, such as bannock or wild game, served at First Nation cultural events with federally derived nutrition standards that emphasize a low-fat diet. Results suggest strengthening school nutrition policy implementation by increasing staff nutrition education and certainty of their roles as policy facilitators, advocates, and enforcers; improving communication with families; having supportive school health programming; and ensuring the school, community, and home environment all reinforce healthy eating.

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Ornelas, India, Kassia Rudd, Sonia Bishop, Desiree Deschenie, Emily Brown, Kevin Lombard, and Shirley Beresford. "Engaging School and Family in Navajo Gardening for Health: Development of the Yéego Intervention to Promote Healthy Eating among Navajo Children." Health Behavior and Policy Review 8, no. 3 (June 1, 2021): 212–22. http://dx.doi.org/10.14485/hbpr.8.3.3.

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Objective: Navajo children are at increased risk for obesity, in part due to limited access to healthy foods. School garden interventions increase access to fresh fruit and vegetables and consumption of healthy foods. Our study describes the development and pilot testing of a school garden intervention for Navajo elementary school children. Methods: We reviewed existing school garden interventions and conducted formative research with students, caregivers, and school staff to inform the intervention. The intervention consisted of a garden built at the school and a yearlong curriculum on gardening and healthy eating. We pilot-tested the intervention in an elementary school on the Navajo Nation. Results: Formative research revealed the importance of incorporating Diné culture, including traditional growing practices and the preparation of traditional foods into the curriculum. School staff also stressed the value of tying the curriculum to state and Diné educational standards. Students enjoyed opportunities for hands-on activities and snack preparation. Conclusions: Schools have a meaningful role to play in addressing childhood obesity disparities among Navajo children. School-based interventions that draw on cultural strengths and include healthy traditional practices can be a promising strategy for increasing fruit and vegetable consumption.

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Wever Frerichs, Saundra, Melissa Sue Pearman Fenton, and Kerri Wingert. "A Model for Out-of-School Educator Professional Learning." Adult Learning 29, no. 3 (June 1, 2018): 115–22. http://dx.doi.org/10.1177/1045159518773908.

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Quality out-of-school time (OST) programs for youth are limited by a lack of professional learning opportunities for staff and volunteers that are based upon solid learning theory, affordable, and scalable for a diverse field. The Click2Science project is an innovative model for professional learning experiences that support staff and volunteers in providing high-quality science, technology, engineering, and math (STEM) learning opportunities for youth. This model of professional learning emphasizes the importance of visual, social, and experiential learning experiences with reflection and application to practice. The model leverages technology and in-person support in a cycle of professional development experiences. The experiences included in the professional development model allow staff and volunteers in OST programs to develop their instructional skills in ways that are embedded in the actual practices of their program. In this article, each part of the professional development cycle is analyzed using constructivist learning theories to encourage adult educators to replicate this model in other fields. A brief review of promising research about the effectiveness of the model concludes the description of this approach to professional development.

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Keser Ozmantar, Zehra, and Tokay Gedikoglu. "Design principles for the development of the balanced scorecard." International Journal of Educational Management 30, no. 5 (June 13, 2016): 622–34. http://dx.doi.org/10.1108/ijem-01-2015-0005.

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Purpose – The purpose of this paper is to investigate the development and implementation process of the balanced scorecard (BSC) approach in an educational institution in the context of the Turkish educational system. It also aims, on the basis of the results of the applications in a particular school, to define principles through which the development of BSC could be successfully achieved. Design/methodology/approach – The study adopts a design-based research method which provides a particularly useful approach to the solution of real problems in the field of education. The study was carried out in a private educational institution with 161 members of staff including managers, teachers and personnel of the support units. Scorecards for the institution as well as 161 members of staff were developed. Findings – The examination of the developmental process suggests 12 design principles: willingness to change; managerial support; flexible management structure; appropriate team members; training of staff; availability of strategic planning; distinctive BSC dimensions; smart strategic objectives; balance between leading and lagging indicators; developing individual scorecards; open communication system; structured report format. Originality/value – This is the first study that develops BSC for a school in a Turkish context. The design principles, the author believes, are particularly useful for schools that do not have a strategic performance management background. This study is also important in terms of putting forward the applicability of BSC in educational organizations in different cultures and thus gaining new insights about the developmental process of BSC.

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Kovalchuk, Vasyl. "Teaching Staff Advanced Training: European Experience." Comparative Professional Pedagogy 5, no. 3 (August 1, 2015): 25–31. http://dx.doi.org/10.1515/rpp-2015-0050.

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Abstract The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers’ evaluation at the educational institution. Advanced training of teaching staff in France is provided by various institutions of postgraduate education, university institutes and regional centers of education in order to help teachers to renew their professional knowledge and at the same time to refocus it on the level of consciousness according to the real problems of school and the community. The feature of teaching staff advanced training in France is that it is teachers’ personal matter and duration of all periods of training should come to one year during all professional career. In Finland, teaching staff advanced training is organized directly in schools under aegis of the National Board of Education, the National Centre for Advanced Training in Education, departments of teacher education and other faculties of higher educational institutions on credit system basis. Among the topical forms there are targeted, cascade, common (cooperative) teaching and learning by own example. In the UK, advanced training takes place in two models: the course model based on higher educational establishments and school based in-service education. The main purpose of advanced training system is to familiarize teachers with theoretical and practical innovations in educational activities, progressive teaching technologies, and consolidate their skills of independent acquisition of knowledge necessary for their professional development.

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Garbenis, Simas, and Paulina Palujanskienė. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN THE ASPECT OF PERSONALITY DEVELOPMENT IN THE CONTEXT OF A LEARNING ORGANIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 90–101. http://dx.doi.org/10.17770/sie2021vol4.6477.

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Today`s schools coexist with an environment that is constantly changing and shifting that is why modern schools should be open to new experiences, possibilities, become learning organizations. Also, educational institutions face the need for competencies in the formulation and implementation of competition policy, which in itself requires managerial knowledge based on an innovative approach. Moreover, the development of emotional intelligence integrated with the school curricula should be considered as one of the criteria for a school to become a learning school. Although some robust knowledge already exists about the positive impact of emotional intelligence development in educational settings. There is little to no research and theoretical data about the means to successfully integrate emotional intelligence development in schools as a context of learning organizations. Moreover, there is not any strong theoretical framework that links several ideas and theories on which they need for emotional intelligence development in learning schools could be based upon. Regarding this knowledge gap, this article aims to reveal the attitude of school staff about the development of emotional intelligence in the context of a school-learning organization. To achieve this goal, methods were used: scientific analysis of literature and documents and theoretical interpretations. Research results: peculiarities of emotional intelligence development in the context of personality development in the context of learning organization: how emotional intelligence is developed, its meaning and importance, possible perspectives, benefits for personality and organization-school in the context of learning organization (L. Vygotsky theoretical aspect). This justifies the need to organize personnel management and professional development processes in the development of emotional intelligence.

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Kempen, Maria Elizabeth, and Gertruida Maria Steyn. "An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools." Journal of Asian and African Studies 52, no. 2 (July 27, 2016): 157–71. http://dx.doi.org/10.1177/0021909615570950.

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Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.

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Flure, Leia, Melissa Pflugh Prescott, Whitney Ajie, Trinity Allison, and Jennifer McCaffrey. "Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program." International Journal of Environmental Research and Public Health 18, no. 1 (December 23, 2020): 50. http://dx.doi.org/10.3390/ijerph18010050.

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Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

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Feng, Xiaolong. "A Way Out for School Organization Based on the Star Model." Modern Management Forum 5, no. 1 (April 10, 2021): 18. http://dx.doi.org/10.18686/mmf.v5i1.3167.

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This paper attempts to redesign the organization of a school based on Jay Galbraith’s Star Model framework. The analysis on challenges that may pose threat to the school’s development in future reveals the imperative of the school to adopt a “FLIP” strategy to adapt to and survive in the society instead of falling into the pattern of slow death. To implement the strategy and make it effective, three capabilities are identified as the core competency so as to fulfill the objectives presented in the strategy. The redesign of the structure of the school is featured by two key new additional offices (the school committee and the organization development intervention center) which respectively function to handle multilateral relationships among internal and external members of the school and to provide 360° interventions to reduce conflicts and inspire learning in the organization. The reward system is designed to facilitate performance management and joint efforts among all staff members based on the recognition of everyone’s contribution so that people are motivated to well communicate and collaborate with each other for a better working climate of learning and growing.

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Lockwood, Richard, and Anne Lockwood. "Quality of School-based Physical Education and Sport for Students with Disabilities in Western Australia." Australasian Journal of Special Education 22, no. 1 (1998): 38–49. http://dx.doi.org/10.1017/s1030011200024258.

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The relative quality of Physical Education and Sport for students with and without disabilities was examined by surveying the views of students, teachers, and support staff in a sample of West Australian schools. The findings indicate differences in quality of Physical Education and Sport for students with and without disabilities. Students with disabilities did not receive the same quality of Physical Education and Sport experiences, although they tended to be enthusiastic about what they did receive. A higher proportion of this group completed activities other than fully participating in Physical Education and Sport. Depending on individual circumstances, this may suggest that in addition to the inclusion model, there may be a need to establish parallel or segregated and personalised programs for some students. The findings also highlighted the urgent need for (a) inclusionary practice to be an integral part of pre‐service teacher education, (b) a range of professional development and networking opportunities for teachers of Physical Education, and (c) greater resources to be allocated for equipment, facilities and support staff to assist students with disabilities.

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Markovic, Marija, Zorica Stanisavlјevic-Petrovic, and Anastasija Mamutovic. "The application of a bullying prevention program in school - characteristics of effective programs." Zbornik Matice srpske za drustvene nauke, no. 175 (2020): 407–18. http://dx.doi.org/10.2298/zmsdn2075407m.

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The problem of bullying represents a priority institutional, as well as wider social problem, and it needs to be addressed persistently and systematically, bearing in mind the long-term negative consequences that it leaves on all involved actors. In the school environment the most commonly applied level of prevention is universal, i.e. primary prevention. The study of the effectiveness of the application of various bullying prevention programs shows that it is possible to identify certain characteristics of effective programs. The given characteristics are systematized in terms of those related to the program itself, the specifics of the school staff and the teaching staff. In order for the school bullying prevention program to give valid results, it is necessary to focus on two general goals: creating a safe and supportive school environment - through changes at different levels of school functioning in order to create an supportive school climate, as well as the application of school rules against bullying; and the development of individual interpersonal competences among students - through the application of appropriate measures and activities at the individual or group level, aimed at the development of interpersonal skills. The process of designing school bullying prevention program should be based on the analysis and understanding of the specifics and needs of the existing school context.

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Ainscow, Mel, and Ian Kaplan. "Using Evidence to Encourage Inclusive School Development: Possibilities and Challenges." Australasian Journal of Special Education 29, no. 2 (2005): 106–16. http://dx.doi.org/10.1017/s103001120002529x.

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Recent research suggests that inquiry‐based approaches can be powerful in stimulating the development of inclusive practices. However, the implementation of such approaches can be difficult, particularly in contexts where there is a strong emphasis on improving standards, as measured by test and examination scores. This article describes and reflects on the authors’ experiences in working with staff in an English secondary school. It illustrates how the use of evidence, particularly the views of students themselves, can be a powerful lever for change. The paper argues that the successful use of such approaches will depend on forms of leadership that foster a willingness to address the challenges that emerge as a result of listening to the voices of different people.

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Tshabalala, Thembinkosi, Alfred Ncube, and Mufunani Khosa. "An Assessment of the Effectiveness of School-based Staff Development Programmes in Secondary Schools of Lupane District of Zimbabwe." British Journal of Education, Society & Behavioural Science 7, no. 4 (January 10, 2015): 245–53. http://dx.doi.org/10.9734/bjesbs/2015/14557.

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Yeh, Christine Jean, Stephanie Khaziran, Mio Tsukamoto Burk, and Emily Hong Daniel. "Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools." Journal of Educational and Developmental Psychology 8, no. 1 (April 3, 2018): 162. http://dx.doi.org/10.5539/jedp.v8n1p162.

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We describe the development, implementation, and evaluation of a culturally-responsive college access program, Make It Happen, aimed at increasing educational opportunity for historically-targeted middle and high school students. The sample included 254 participants who participated in the evidence-based 10-session program. These participants completed surveys before and after the program which inquired about their (1) school engagement, (2) social connectedness, and (3) academic and college help-seeking self-efficacy. T-test analyses were conducted and determined the participants at post-test, felt significantly more engaged at school, more connected to others, and more self-efficacious in seeking support for information about academics and college. The authors describe the importance of working with teachers, school staff, and counselors to foster a supportive and positive exploratory space for students who could benefit from learning about their future options (Beesley, 2004; Yeh, Ching, Okubo, & Luthar, 2007).

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Torres, B., R. F. Harris, D. Lockwood, J. Johnson, R. Mirabal, D. T. Wells, M. Pacheco, et al. "A hospital/school science fair mentoring program for middle school students." Advances in Physiology Education 273, no. 6 (December 1997): S47. http://dx.doi.org/10.1152/advances.1997.273.6.s47.

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The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

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Olajide, Olabode, and Sandy Zinn. "The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities." Libri 71, no. 2 (April 26, 2021): 171–82. http://dx.doi.org/10.1515/libri-2020-0068.

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Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

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Yildirim, Kamil, and Şenyurt Yenipinar. "Psychological Unsafety in Schools: The Development and Validation of a Scale." Journal of Education and Training Studies 5, no. 6 (May 9, 2017): 167. http://dx.doi.org/10.11114/jets.v5i6.2372.

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Work related psychological unsafety defined as the degree to which employee perceive the risky work environment that hinder them to behave comfortably or to speak up what they think without fear of its possible negative consequences. The importance of psychological unsafety has already been laid down for organizational viability and development, but the main problem is lack of instrument to measure psychological unsafety in schools. So the aim of this study is to develop valid and reliable instrument. We developed it in line with the procedures suggested by AERA (The American Educational Research Association). Based on the literature review, we wrote 27 draft items, then we piloted it on 164 school staff and we implemented factor and item analyses. We finally conducted it in the main application with 393 school staff who randomly selected from schools located in different geographical regions of Turkey. Results of EFA displayed that the 19 items loaded on three factors explaining .73 of total variance and the factor loadings ranged between .59 to .85. In addition, corrected item-total correlations ranged from .51 to .86. The internal consistency reliability coefficient was .96 and CFA confirmed the structural model. At the end of the study, we obtained a valid and reliable scale to measure psychological unsafety in schools.

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Barbee-Lee, Myrna, Kimber Seymour, Anita L. Hett, Gillian Norris, Shona Stack, Allana Cartier, Patricia Haycox, Leeann Armstrong, and Laarni Herbert. "School Nursing in a Pandemic: Striving for Excellence in Santa Fe Public Schools." NASN School Nurse 36, no. 5 (April 13, 2021): 276–83. http://dx.doi.org/10.1177/1942602x211005166.

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When the COVID-19 (coronavirus disease 2019) pandemic led to school closures around the nation in March 2020, the role of the school nurse changed significantly, and it has continued to evolve as districts grapple with how to safely meet students’ academic needs while also protecting the health of their communities. Nurses working for Santa Fe Public Schools in New Mexico have taken their new roles seriously and have been working closely with their district leaders, the New Mexico Department of Health, School Health Advocates, and the Public Education Department to facilitate evidence-based policies and procedures. Activities have included cohorting, contact tracing, resource development, education (of staff and families), planning and implementation of safety procedures, coordination of surveillance testing, and staff screening, along with finding new, COVID safe ways to provide standard school nursing services, including immunization administration, hearing and vision screening, teaching, and promoting wellness and mental health.

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García-Martínez, Inmaculada, Elvira Molina-Fernández, and José Luis Ubago-Jiménez. "School Principals in Spain: Interplay of Leaders, Teachers and Context." Sustainability 12, no. 4 (February 16, 2020): 1469. http://dx.doi.org/10.3390/su12041469.

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This paper analyzes the Spanish school principal figures and their future patterns of leadership and development, according to educational policies in Europe. The first part presents a comprehensive overview of the situation of school principals in Spain, according to the Spanish policy; in the second part, its real practice in a secondary school is evidenced based on the results of a conducted research. The tensions and dilemmas currently faced by school principals in Spain will be analyzed: pedagogical leadership versus management-oriented principals. The interviews carried out reveal the meaning that the different agents give to “leadership”. A climate of trust and collaboration has been established between the management team, middle leaders and teaching staff, necessary conditions for the development of a shared school project and ensure its sustainability for achieve school improvement.

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Osborne, Sam. "Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 182–93. http://dx.doi.org/10.1017/jie.2013.25.

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MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).

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Kelly, Cheryl, Dick Carpenter, Timothy K. Behrens, Julaine Field, Carmen Luna, Elizabeth Tucker, and Whitney M. Holeva-Eklund. "Increasing Physical Activity in Schools: Strategies for School Health Practitioners." Health Promotion Practice 20, no. 5 (June 25, 2019): 697–702. http://dx.doi.org/10.1177/1524839919857983.

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Background. Colorado passed House Bill 11-1069 in 2011 requiring all public elementary schools to provide students with a minimum of 30 minutes of physical activity (PA) per school day (Physical Activity Expectation in Schools, 2011). The purpose of this article is to describe the results of a 3-year initiative to increase opportunities for PA and to provide recommendations for school health practitioners implementing similar programming. Intervention. In 2014, 13 school districts were funded to increase student PA during school hours and before and after school hours. Intervention activities spanned all components of the Comprehensive School Physical Activity Program framework. An evaluation was conducted to estimate the number of schools providing at least 30 minutes of PA a day. A mixed methods evaluation design was implemented that included tracking the number of minutes of PA provided before, during, and after school and semistructured interviews with school health coordinators. Results. In Year 1, an average of 48 minutes of PA were provided per day. By the end of year 3, the average minutes of PA doubled to 90 minutes per day. Teachers and staff identified professional development and administrator support as key components to incorporating more PA throughout the school day. Conclusions. Health promotion interventions in schools can increase access to PA opportunities for students. Sustainability of PA efforts in schools is dependent on funding to support professional development for teachers and staff and building administrative support for school-based PA.

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Journal articles on the topic 'School-based staff development'

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