Collaboration for Successful
Staff Development
Steven M. Baule
Zion-Benton Township High School
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
