Collaboration for Successful Staff Development

Steven M. Baule

Zion-Benton Township High School

BauleS@zbths.org

Collaboration

• Macro Models – The School• Technology Skill Expectation Development

• Reading Strategies Across the Curriculum

• Micro Models – The Classroom • The Individual Technology Learning Plan

• New Teacher Mentoring Program

Developing Technology Skill Expectations

• Two distinct sets of skill expectations – Certified staff and Office (classified) staff

• NTHSD decided to invest heavily in technology, but staff were not given direction as to how to use technology effectively

• So, it was determined that staff needed direction• Committees were developed for each staff group

led by the CIO and other administrators • Each committee included approximately 8 staff

Developing Technology Skill Expectations – Cont.

• The staff groups developed draft expectations• Those were shared with the district technology

committee for further input• The union leadership for each staff type were

involved on the committees• Those were then sent to the department chairs and

administrative teams • Eventually, the Board of Education approved the

expectations • The expectations were to be voluntary, but may be

included in merit scale considerations

Skill Sets Developed

• Basic computer troubleshooting skills

• Word processing• Spreadsheet and

database use• Internet use• Presentation hardware

and software• E-mail, etc.

Incentive Program

• The ITLP program was then developed to assist staff in determining their individual learning needs in regard to technology

• Staff were assigned an individual mentor (staff developer) who was to guide staff members in completing their plan and implementing the skills in the classroom

• The ITLP was assessed by a portfolio which was to showcase how the newly acquired skills were utilized within the staff members classroom or work environment

Staffing for the ITLP

• Staff developers (Mentor)were assigned on the basis of 10 staff members per teaching fifth

• Staff developers each taught 10 - 30 minute courses per month per fifth

• Staff developers each met at least monthly with each staff member (Mentee)

Collaboration among the Staff Developers

• They met weekly• Created over 100 mini-course packets and lesson

plans• All observed and critiqued each others classes• All new hires taught practice lessons prior to being

hired & staff developers were involved in the hiring process

• Shared lessons produced by staff members monthly

Further Refinement

• After a majority of the staff had completed the ITLP program, the staff and administration again met to modify the program. This led to more direct collaboration between teachers interested in learning similar skills.

• Several strands were identified and more work was done in ½ day workshops instead of 40 minute courses.

Mentoring Program

• A collaborative effort among department chairs, senior teachers, new teachers and administrators to ensure effective mentoring for new staff

• Each group had the opportunity to be involved and have their voice heard in the development of the program

Classroom Collaboration

• Based on the tried and true model of the school library media specialist

• Staff developers were willing to co-teach lessons or model lessons for teachers based upon what instructional needs the teacher had

Classroom Collaboration – cont.

• All levels of staff worked as partners

• Administrators and support staff, as well as certified staff developers, all assisted in designing and implementing technology-rich lessons in the classroom

For More Information

• ITLP Web Site• http://www.newtrier.k12.il.us/academics/it/itlp/default.htm

• Staff Technology Skill Sets• http://www.newtrier.k12.il.us/academics/it/itlp/stafftechskills.htm

• Faculty Technology Skill Sets• http://www.newtrier.k12.il.us/academics/it/itlp/facskills.htm

• Electronic Learning, Jan. 2002