Wednesday, February 7, 2001
Redefining Staff Development
A Collaborative Model for Teachers and Administrators
http://www.heinemann.com

with
Laura Robb

Kathleen - This professional development session is sponsored by Heinemann. Look to Heinemann for all of your professional development needs. http://www.heinemann.com
Kathleen - The book is Redefining Staff Development by Laura Robb. Heinemann / 0-325-00214-2 / 2000 / 181pp / Paper / $19.00 http://www.heinemann.com
Kathleen - Author, teacher, coach and speaker, Laura Robb has taught for 37 years in grades K through 8. She teaches eighth grade reading/writing workshop and coaches teachers in grades K to 8 in area public school systems. Robb has written 10 books for teachers including REDEFINING STAFF DEVELOPMENT: A Collaborative Model for Teachers and Administrators (Heinemann). Presently, Laura Robb is working on a new book for Heinemann about an early intervention program for at-risk 4 and 5 year olds called LITERACY LINKS.
Kathleen - Teachers.Net welcomes author-educator Laura Robb to discuss her book Redefining Staff Development. Laura, what is the biggest problem with staff development as it exists now in many districts?
Laura - The biggest problem is that districts still cling to the traditional inservice model--a one size fits all presentation for half day to one day. No follow-up. No teacher support.

Kathleen - Laura, are there easy answers? How does one begin to bring about change?
Laura - There is no quick fix. Change is slow and takes time. I like to think of a school's staff as if the teachers were a class of students. We all come from different backgrounds and have a wide range of teaching experiences.

kpetey - Sometimes I feel held back by inservices, because they tend to cater to the "comfortable" teachers who have been with the school a while. As a teacher who constantly researches and tries to improve I would like to see "new" techniques and approaches, not just like a "introduction to computers" or something like that.
Laura - Kpetey--You've nailed the big issue. I prefer that teachers work in study groups. Groups are organized around topics of common interest and needs. That's why an inservice lecture can never do more than inspire at best or bore at worst. But, small groups, meeting 2 to 3 times a month can accomplish so much because there is an exchange of ideas, reading of professional material, and teachers demonstrating for one another.

Kathleen - How can staff development meet the needs of all, how best to determine the needs?
Laura - Kathleen-It can meet the needs of all by doing what I call a NEEDS ASSESSMENT followed up by teachers brainstorming possible study topics, then organizing study groups. A Needs Assessment tries to identify a school's culture and range of teachers' experiences.

Dick - MD - The problem that I experience in staff development is the level of the presentation. It is either just at the elem. teachers, or aimed at Sr. High (where I teach) Suggestions for division... or ways to "hit" both groups?
Laura - Dikc-MD- I think the way you can serve both groups is to discover a topic that all levels need. However, with such a diverse group, the presentations will never be satisfying. I suggest that you organize small groups. Each group chooses an area to study and learns with depth and through hands-on experiences. Groups can come together and share their knowledge. This exchange is neat, for it helps teachers decide what they might choose.

Kathleen - Laura Robb authored the "Motivating Readers" Column for Instructor Magazine for 1996-1998.

Charles - Laura, how often do you suggest teacher study groups meet. Where do the groups find the time--after school?
Laura - Charles--great question! I suggest that study groups meet instead of faculty meetings. Several schools I consult at hold these study group meetings 2 times a month. The principal writes up administrative notes for the faculty who read these in advance. At meetings, the administrative stuff moves quickly and there is time for about 45 minutes of study groups. If this doesn't work for your school, ask teachers to select meeting times--breakfast, after school, pot-luck dinners.

Kathleen - Good question, is there a good time and a bad time for staff development?
Laura - Kathleen--as far as good and bad times for staff development--that's a tricky question. I work by invitation, which means that if the meeting is not part of contract time--say a scheduled faculty meeting--then no one should feel pressured to attend.

Kathleen - Our guest Laura Robb collected two poetry anthologies: Snuffles and Snouts illustrated by Steven Kellogg (Dial, 1995) and Music and Drum illustrated by Deborah Lill (Philomel, 1997).
Kathleen - A co-author for The Great Source's Daybooks and Sourcebooks, Grades 3, 4, and 5, Robb also co-authored their Summer Success Reading Program. Robb speaks at conferences all over the country and writes articles for education journals such as THE NEW ADVOCATE and BOOK LINKS.
Kathleen - In November 2000, Laura's article on emergent literacy was published in Early Childhood News.

Sunnie - Laura, you are describing adult learning principles and strategies to a T  Do you address andragogy in your book as the basis for professional development activities?
Kathleen - Sunnie, while Laura types, would you define "andragogy" for us?
Sunnie - pedagogy is the art and science of children's learning -- andragogy is adult learning theory
Laura - Sunnie--I do address adult learning. However, i believe that we all learn the same ways--adults have more experiences and greater levels of sophistication. In my book I rewrite Cambourne's conditions for learning so that they apply to adults. From my experience, we adults in a school all have different teaching experiences, different theoretical bases, and different needs. The best staff development considers this diversity.

Mary/PA - Do you know of any districts that could serve as a good model for staff development? Is there anyone out there doing it right?
Laura - Mary/PA--I don't know of any districts as a whole, but i do know of schools and name these in my book. Because the principal plays such a key role in making ongoing staff development a priority, I find that it's best to look at the building level.

Kathleen - Laura, do administrators expect too much from staff dev. activities?
Laura - Kthleen--So many do. What I require if i'm consulting at a school, is that the principal be a full participant. This often means the principal has to learn to take running records or work with a group of struggling readers. The only expectation that a principal should have is that his teachers will change and grow over time. Change takes a great deal of risk on the teacher's part and requires much support and positive strokes from the principal.

Kathleen - We're happy to have a group of grad students from CSU reading along tonight. I hope some of them will log on to post questions. 
Note: This meeting was cut short due to technical problems. An meeting will be scheduled to continue the discussion. Watch the Events Calendar for meeting announcements. - http://teachers.net/chat/meetings.html

 
 

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