http://www.nsdc.org/educatorindex.htm Five Models of Staff Development By Dennis Sparks and Susan Loucks-Horsley Journal of Staff Development, Fall 1989 (Vol. 10, No. 4) Copyright, National Staff Development Council, 1989. All rights reserved. In the early 1970s, a growing concern about the effectiveness of inservice education resulted in a spate of studies to determine the attitudes of educators about these programs (Ainsworth. 1976; Brim & Tollett, 1974; Joyce & Peck, 1977; Zigarmi, Betz, & Jensen, 1977). The findings indicated nearly unanimous dissatisfaction with current efforts, but a strong consensus that inservice was critical if school programs and practices were to be improved (Wood & Kleine, 1987). During the late 1970s and early 1980s, several major studies and reviews contributed to our understanding of the characteristics of effective staff development, focusing not on attitudes, but on actual practices (Berman & McLaughlin, 1978; Kells, 1980; Lawrence, 1974; Yarger, Howey, & Joyce, 1980). The resulting list of effective practices, well known by now, included: • Programs conducted in school settings and linked to ‘schoolwide efforts; • Teachers participating as helpers to each other and as planners, with administrators, of inservice activitie; • Emphasis on self instruction, with differentiated training opportunities; • Teachers in active roles, choosing goals and activities for themselves; • Emphasis on demonstration, supervised trials, and feedback; training that is concrete and ongoing over time; and 1
