DOCUMENT RESUME

ED 391. 801 SP 036 473

AUTHOR Ishler, Anne; Jmd OthersTITLE Quality Staff Development Can Sail through Sometimes

Rough Waters: A Statewide Initiative in EducationalChange.

INSTITUTION South Carolina State Dept. of Education, Columbia.PUB DATE Dec 95NOTE 49p.; Report presented at the Meeting of the National

Staff Development Council (Chicago, IL, December9-13, 1995).

PUB TYPE Reports Descriptive (141) Tests/EvaluationInstruments (160)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Educational Policy; Elementary Secondary Education;

Faculty Development; *Needs Assessment; PolicyFormation; Program Implementation; School Districts;Staff Development; *Statewide Planning

IDENTIFIERS *South Carolina

ABSTRACTThis report presents the state, district, and local

education staff development objectives in South Carolina, based ondefined educational needs assessment. Suggestions include definitionof the change process, discussion questions, staff developmentplanning, empowerment, and new opportunities. Each level of theprogram is based on the concept of RPTIM: readiness, planning,training, implementation, and maintenance. A copy of the SouthCarolina Leadership Academy Feminars Training Needs Survey isincluded, the actual progra-41 used in one district is described indetail, and a listing o: South Carolina area workshops is appended.(NAV)

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The State Department of Education Is

committed as a service agency to

facilitate quality programs and services

to all students and educators in our

state. Quality education in South

Carolina is our goal as we prepare all

students academically and socially to be

successful, contributing citizens in the

global society of the twenty-first century.

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fit

Diectires

to enhance educational progressthrough knowledge, skills andconcepts of quality professionaldevelopment

to assist educators in planningprofessional development throughresearch, modeling, practice feedbackand follow-up

to facilitate quality programs andservices to all educators andstudents in the state

Staff Development

is an ongoing process whichpromotes and supports bothprofessional and personalgrowth for all employees whichis aimed at increasing studentsuccess in school and self-re-newal for the employees. Itreflects a vision of excellenceand is an essential componentof the school improvementprocess. Effective staffdevelopment builds upon ashared purpose, a climatewhich nurtures collegialityand continuous personal andprofessional growth, andworking conditions which areconducive to classroom andschool improvements

The purpose of staffdevelopment is toenhance human potentialso that every person canachieve the higheststandard of excellencepossible.

The ultimate goal of staffdevelopment is to improvethe quality of instructionand the entire schoolenvironment for improvedstudent learning.

Five Fundamental Assumptions

Staff development involves andbenefits everyone who influencestudents.

Both individuals and organizationshave the inherent responsibility todefine and achieve their own excellence.

School improvement results fromstaff development.

Effective staff development isbased in research and theory andproved in practice.

The value of staff development shouldbe measured by its impact on staff andthe students they serve.

9

Au=11=iik`:

1 A Planning Model 1

National Staff Development Council

I iy

Staff Development

Who is involved?

Everyone who affects student learning from the board ofeducation, central office administrators, principals, teachersto classified/support staff, and parents must continuallyimprove their knowledge and skills in order to ensurestudent learning.

How can we make a difference?

Context: addresses the organization, system, or culture inwhich the new learnings will be implemented. Somecontexts are more supportive to improvement than others.

Process: refers to the "how" of staff development; itdescribes the means for the acquisition of new knowledgeand skills. Some examples of process standards include:group development, follow-up and support, and evaluation.

Content: refers to the actual skills and knowledge effectiveeducators need to possess or acquire through staffdevelopment. Some examples of content include: research-based instructional strategies, adolescent development, highexpectations, and curriculum.

ii

The Process of Needs Assessment

determinewhether needshave been met

evaluateproL rams

identify broad goalsfor development

offer programs

Managing An Effective Inservice ProgramSusan Sway

with narrniccirm

set specificobjectives

planprograms

Teacher College PressNew York

Tile Caange Process: Organizational

Three phases of the change process -

(Readiness stage)establish a clear need to improveaddress psychological and intellectual aspectsof readinessassist in development of vision and plan

Implementation: (Plans put into action)Plans to achieve intended outcomesIndividual and organizational change - resultof new learning and follow-up supportStrategies coaching

support groupsstudy groups

Institutionalization: (Integrated)New practices integrated into school policies,budget, and routineStructures are developed to ensure initiatives aremaintained..

Dr. Michael Fullan

3 - 5 years minor7- 10 major changes

Discussion Questions -----imarkInitiation and Readiness

Is there consensus regarding the need to begin an improvement initiative?Are procedures in place for collecting and interpreting site-speciflc data for

determining and prioritizing needs?Is there a clear, shared vision based on clearly articulated beliefs?Is there at least one strong advocate for this initiative at both the district and

school levels who influences decision making?Is there knowledge base in place to guarantee the support necessary for research

based decision making?Which current school practices are congruent with the school's vision and

current improvement targets?What new practices need to be adopted to achieve the school's vision and goals?Does the training plan include objectives related to attitude change, skill

development, and knowledge acquisition?Are there plans to recognize and celebrate improvements and risk taking?

ImplementationAre problem monitoring and solving strategies in place?Are provisions being made for development of theoretical understanding,

demonstration of skills, and practice of new skills in training?Are structural or administrative arrangements in place to accommodate study

group or learning teams in discussing learning's and facilitating the use of newpractices?

Are participants aware of the implementation dip (things often get worse beforegetting better)?

Is the principal's role clearly defined?What district-level support services are available?Are expectations for change communicated and monitored?Is the impact on students monitored?

InstitutionalizationIs the change embedded in the structure of the organization through policy,

budget, and procedures?Have links been established with other key elements of the instructional

program?Are transitional strategies in place? Should there be changes in personnel?Are the costs for the ongoing use of the skill/materials/progmm built into the

budget?How are new add'oiols to the staff to be oriented And trained?Are data periedically reviewed to determine what practices need to be discarded,

continued, or integrated with new practices and materials?Is responsibility for maintenance shared by teachers and administrators?

Has leadership and training capability shifted to internal leaders?

,

1

Effective Staff Development Planning ...

... supports district purposes and goals.

... involves broad-based participation(microcosm of the school community).

. . . applies consensus decision making

... is conducted in a team setting

... begins with a rigorous examination of beliefs

... includes an analysis of best practices and internalstrengths/weaknesses

... results in measurable objectives

... requires periodic monitoring and constant updates

t.;

Elements of a StaffDevelopment Plan

Needs Assessment

Goal Setting

Enabling Objectives

Target Group

Program Description

Strategies/Activities

Resource Requirement

personnel

materials/equipment

facilities

cost

Time Requirements

Evaluation

Leadership for Collaboration

Empowering the System:

Key Indicators of Probable Institutionalization

High-quality implementation

,1 Well carried-out, clear results

1 Credible, integrated evaluation

Good perceived "fir with local needs and culture

Increased commitment and political support; decreased resistance

I The presence of a powerful advocate or sponsor

A collegial, professional climate

Clear planning and decision making about continuation by collaborativepartners and member organizations

I Organizational changes supporting continuation (roles, budget, procedures)

I Reducing, consolidating, or eliminating competing programs

An adequate resource pool of local people who can provide assistance

Tie-in to other change efforts, staff development, innovations, and newprograms

Tie-in to member organization vision and goals

Networking and peer support

(Assisting Change in Education, 1989)

IIM[PLEMENTATION

(Wood and Thompson, 1993) : "Assumptions about Staff Development Based onResearch and Best Practice."

NEW ASSUMPTIONS FOR Eli k LCTWE PRACTICE

1. The school, not the district, is the primary focus of improved practice and staffdevelopment.

2. Significant change in educational practice takes considerable time and is the result ofstaff development that is conducted over several years.

3. A school culture supportive of improved practice and professional growth is essential tosuccessful staff development.

4. All educators should be involved in staff development throughout their careers.

5. The principal is key in any staff development effort to improve professional practice.

6. Selection of the improvement goals that guide staff development should involve thosewho have a stake in the future of the students in that school (e.g., teachers, administrators,parents, community leaders, school staff, and the students themselves)

7. Those who are changing their professional behavior must make an individual andcollective commitment to and feel ownership for the new programs and practices beforethey will want to participate in staff development activities.

8. Staff development programs should support opportunities for both school improvementand individual professional growth.

9. Staff development should enable school personnel to improve professional practice inways that increase student learning.

10. Knowledge about adult learners should serve as the basis for planning andimplementation staff development.

11. Change in professional practice is difficult and requires systematic support toimplement and sustain it over time.

12. School districts have the primary responsibility for providing the resources and staffdevelopment necessary for a school faculty to implement new programs and instructionalpractices.

13. Staff development should support instructional and program improvement and shouldbe closely linked to instructional supervision, teacher evaluation, and curriculumimplementation.

21

TEAMS PROVIDE OPPORTUNITEES FOR:

1. Combining talents and capabilities

2. Mutual support

3. Synergy

4. Complete process knowledge

5. Buyin

6. Shared interest

7. Shared goals

8. Shared success

FACTORS AFFECTING IMPLEMENTATION

Need and influence of the change

Clarity of the change

Complexity of the change

Quality and practicality of the change

Central administrative support and involvement

Staff development and participation

Time line / Information system

Board and community characteristics

Role of government

External assistance

(Fu llan, Michael. The Meanine of Educational Chanze. New York: Teachers CollegePress.)

23

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EARLY CHILDHOOD DEVELOPMENT AND ACADEMIC ASSISTANCE ACT

SUMMARY

1. COMPREHENSIVE LONG RANGE PLAN: Each district and each schoolwithin the district will be required to design a comprehensive longrange plan (School Renewal Plan) with annual updates.

2. EARLY CHILDHOOD INITIATIVE (PRE-SCHOOL - GRADE 3):A. Districts will provide half-day, four-year-oldprogram/s;B. Parent and family literacy programs will be providedfor parents and families of district students;C. Districts are required to collaborate with health andhuman service agencies to meet the needs of students;D. Districts will become involved in developing andimplementing developmentally appropriate curriculum;E. Young children with special needs will be providedassistance to help remediate / catch them up with otherchildren at their particular grade level;F. Districts will develop strategtes to make transitionsbetween schools less stressful and more positive; andG. Districts must coordinate federal, state, and districtprograms for pre-school children.

3. ACADEMIC ASSISTANCE (GRADES 4-12):A. Districts will provide assistance to students (grades 4-12)who need special assistance / remediation. Alternatives toyear-long pull out programs must be provided.B. Districts must attempt to increase parent involvement.

4. STAFF DEVELOPMENT: The staff development for teachers andstaff must be ongoing and long range. The staff development mustconcentrate on improving and/or introducing new teaclaing strategiesand techniques.

5. INNOVATIONS INITIATIVE: The District is required to find waysto provide new and different initiatives that will:

Provide creative, flexible, challenging,active learning approaches with all studentsand especially with the at-risk population;

a Emphasize critical thinking;Provide success for all students;Involve staff in decision making for theschools and district;Collaborate closely with social agencies inproviding services to students and famLlies.

6. OTHER:A. Districts should stress coordination in planning (SouthernAssociation, Chapter I, Vocational, Programs for theHandicapped);B. School Improvement Councils must be involved in the longrange planning; andC. District and school plans must be approved by the localschool board.

26

SCHOOL TO WORK IN SOUTH CAROLINA

The South Carolina School-to-Work Transition Act of 1994 was signed into law on June15, 1994. The Act atablished a structure to provide all students the opportunity to developrigorous and relevant academic skills, and to connect what they learn in school with thereal world through learning experiences in various work sites.

Under the new state law, South Carolina's nationally-recognized Tech Prep system willcontinue to serve as the umbrella for school-to work opportunities in South Carolina andwill enable students to become informed, responsible, competent, and productive membersof society.All students will be prepared for the world of work and lifelong learning. School-to-Workopportunities will provide students work-site learning experiences that combine classroominstruction with structured learning at the work site. These opportunities include:

Youth ApprenticeshipMentorshipShadowingInternshipService LearningCooperative Education

The School-to-Work reform initiative encompasses the following components:

A rigorous, relevant curriculum for all studentsElimination of the "general track"Involvement of business/industryOccupational specialty areasComprehensive career guidance planIntensive staff development

SCHOOL LEVEL

RPTIM

Stage 1 - Readiness

Stage 2 - Planning

Stage 3 - Training

Stage 4 - Implementation

Stage 5 - Maintenance

Fred H. Wood, Frank 0. McQuarrie, Jr., and Steve R. Thomson "Practitioners andProfessors Agree on Effective Staff DIvelopment Practicrs." EducadonalLeadership ( October 1982): 23-31.

STAGE I : READINESS

A positive school climate is developedbefore other staff development effortsare attempted.

Goals for school improvementcollaboratively by teachers,building administrators, andoffice administrators.

are writtenparents,central

The school has a written list of goalsfor the improvement of school programsduring the next three to five years.

The school staff adopts and supportsgoals for the improvement of schoolprograms.

Current school practices are examinedto determine which ones are congruentwith the school's goals for improvementbefore staff development activities areplanned.

Current educational practices not yetfound in the school are examined todetermine which ones are congruent withthe school's goals for improvement beforestaff development activities are planned.

The school staff identifies specificplans to achieve the school's goals forimprovement.

Leadership and support during the initialstage of staff development activity arethe responsibility of the principal andcentral office staff.

STAGE II : PLANNING

Differences between desired and actualpractices in the school are examined toidentify the staff development needs ofthe staff.

Planning of staff development activitiesrelies, in part, upon informationgathered directly from school staffmembers.

Staff development planners use informa-tion about the learning styles of parti-cipants when planning staff developmentactivities.

Staff development programs include ob-jectives for activities covering as muchas five years.

The resources available for use in staffdevelopment are identified prior toplanning the activities.

Staff development programs include plansfor activities to be conducted during thefollowing three to five years.

Specific objectives are written for staffdevelopment activities.

Staff development objectives include ob-jectives for attitude development (newoutlooks and feelings).

Staff development objectives include ob-jectives for increased knowledge (newinformation and understanding).

Staff development objectives include ob-jectives for skill development (new workbehaviors).

Leadership during the planning of staffdevelopment programs is shared amongteachers and administrators.

STAGE III : TRAINING

Staff development activities include theuse of learning teams in which two toseven participants share and discusslearning experiences.

Individual school staff members chooseobjectives for their own professionallearning.

Individual school staff members choosethe staff development activities in whichthey participate.

Staff development activities include ex-perimental activity in which participantstry out new behaviors and techniques.

Peers help one another by serving asstaff development leaders/supporters.

School principals participate in staffdevelopment activities with their staff.

Leaders of staff development activitiesare selected according to their expertiserather than their position.

As participants in staff developmentactivities become increasingly competent,leadership behavior becomes less direc-tive or task-oriented.

As participants in staff developmentactivities becomes increasingly confidentin their abilities, the leader transfersincreasing responsibilities to the parti-cipants.

STAGE IV: IMPLEMENTATION

After participating in staff developmentactivities, participants have access tosupport services to help implement newbehaviors as part of their regular work.

School staff members who attempt to im-plement new learning are recognized fortheir efforts.

The leaders of staff development activityvisit the job setting, when needed, tohelp the participants refine or reviewprevious learning.

School staff members use peers to assistone another in implementing new workbehaviors.

Resources are allocated to support theimplementation of new practices followingstaff development activities (funds topurchase new instructions: materials,time for planning, etc.).

The school principal actively supportsefforts to implement changes in profes-sional behavior.

STAGE V: MAINTENANCE

30

A systematic program of instructionalsupervision is used to monitor new workbehavior.

School staff members utilize systematictechniques of self-monitoring to maintainnew work behaviors.

Student feedback is used to montor newpractices.

Responsibility for the maintenance of newschool practices is shared by bothteachers and administrators.

I. F'aculty and staff determines need and specific plan2. Positive school climate-faculty and staff3. School is agent for change4. Building of trust and acceptance of plan

1. People oriented (consider demographics of stakeholders)2. Leadership shared3. Attitude4. Not hasty (structured continuous)5. Support beliefs

1. Allow group to choose objectives2. Experimental activities3. Leadership shifts during training4. Learning teams - opportunity to share and evaluate

Readiness

Planning

Training

Impleme.ntati-771

1. Principal actively supports (motivation on going)2. Support system (colleagues, materials, mentoring, peer coaching)3. Provide opportunities for practice/implemcntation (time)4. Well-defined plan for implementation (communicate, minimum)

requirements evaluation, accountability systemS. Communication has been implemented to key stakeholders (parents,

students, teachers, district levels)

1. Systematic2. Support/coaching environment3. Carried out by self with help of co-workers (shared response)4. Continuous on-going

3 1

MaintenanceCritical Attributes

STAFF DEVELOPMENT LEVEL

LEARNING STYLES STAFF DEVELOPMENT PLANRICHLAND COUNTY SCHOOL DISTRICT ONE

COLUMBIA, SOUTH CAROLINA

DESCRIPTION OF THREE PHASES

This middle and high school learning styles staff development planhas been developed in response to needs identified through school-level planning completed as part of Act 135. The purpose of thisplan is to assist those teachers, administrators, and schools thatwish to create and support an instructional environment thataccommodates the learning styles of students.

The plan was developed in accordance with the National StaffDevelopment Council's Standards for Staff Development. This multi-year project includes ongoing training programs with intensivefollow up and support. Included are other growth-promotingprocesses such as study groups, action research, and peer coaching.

The staff development plan consists of three phases:1) initiation/readiness, 2) training/implementation, and3) maintenance/institutionalization. Although the phases mayappear to be linear, in fact, participants will move back and forthin the three phases as indicated by the bi-directional arrows inthe figure below.

PHASE C1NE:INITIATION/READINESS

PHASE TIPD:TRAINING/IMPLEMENTATION

< >PHASE THREE:MAINTENANCE/INSTITUTIONALIZATION

Figure 1: Model of Three Phases of Staff Development Plan

PHASE ONE:INITIATION/READINESS

As educators came together last year to study their educationalprograms and to initiate a strategic planning process, they becameaware of certain deficiencies in meeting the needs of the diversestudent population in this district. Teachers and administratorsrealized that the classroom environment needed to change and thata greater variety of instructional strategies and materials wererequired. A focus on accommodating learning styles was selected byall the middle and high schools as a means to accomplish this goal.This program was designed in response to that decision.

This awareness and the resulting planning was the beginning of theinitiation/readiness phase. Participation in Phase One providespractitioners with the knowledge base necessary for understandingthe accommodation of learning styles in the classroom.

o Attend Richland One's six-hour workshop, Basic Introduction toLearning Styles.

o Complete individual reading and study about the theory andaccommodation of learning styles.

PHASE TWO:TRAINING/IMPLIMENTATION

Phase Two activities will be offered for a minimum of two years.Participation in the following activities facilitates continuedprofessional development and growth through the study of specificinstructional skills and strategies.

Implementation is the means to achieving outcomes.

Participate in seminars, workshops, institutes, or courses inorder to study topics that relate to and/or support theaccommodation of learning styles.

Integrate newly acquired knowledge and skills into classroompractices.

1. Schedule classroom visits in order to receive feedbackon practice of the newly act.pzired skills that accommodatestudent learning styles.

a. Contact workshop presenter, CRTs, administrators,DIST members, and/or peer teachers to make visit (s) .

b. A minimum of one visit should be scheduled afterattendance at a workshop, etc.

2. Audio or videotape practice of new instructionalstrategies for analysis/critique by self and/or personslisted above in la.

o Begin collecting%antents for required portfolio.

o Participate in a study group with other faculty members.

0 Conduct action research project.

o Select a topic related to learning styles for independentstudy.

PHASE THREE:MAINTENANCE/

INSTITUTIONALIZATION

This phase offers participants a chance to refine skills andpractices in order that the accommodation of learning stylesbecomes institutionalized in the classroom as well as becoming partof a school's culture.

During this phase, participants will assess the results of theirprofessional growth in changing instruction and the classroomenvironment by documenting teacher/school change and the academicprogress of students, etc.

0 Develop portfolios for peer review.

1. The contents of the portfolio should be diverse yetrepresentative of the teacher's professional growthin changing instruction and the classroomenvironment to accommodate learning styles. Theportfolio should be rich but not overwhelming insize.

2. Contents should include, but not be limited to, thefollowing:

a. A log/journal that includes an entry for eachseminar, workshop, institute, or course attended.

b. The end product/results of the action researchproject.

c. The end product produced by the study group(s).

d. A videotape of teaching segment(s) demonstratinginstruction that accommodates learning styles.

0 Continue to maintain use of learning styles theory andpractice by studying additional topics.

LEARNING STYLES ACTIVITIES

Workshops are being offered in all content aras as well as inareas of interest that cross all curricula. These workshops arebeing presented by teachers, principals, and personnel fromdistrict office, the State Department of Education, localbusinesses, and area colleges and universities. Workshops may bea single session; however, a few have had as many as eightsessions. Sessions last from one to three hours and are scheduledduring and after hours on school days and on Saturdays.

The district has an accountability system in place for thislearning styles staff development program. Teachers andadministrators earn learning styles points (LSP) for participatingin these activities and are expected to earn a designated number ofpoints by the end of the 1996-97 school year. Recertificationcredit is given when appropriate. Courses for recertificationcredit and graduate credit are also being offered.

Examples of learning styles staff development activities follow:

'000103 MIND MAPS:Instructor:Date:Time:Location:Type of Activity:

BRINGING IT ALL TOGETHERDr. Elizabeth GriffinThursday, September 284:00 - 5:00 PMWaverley, Room 112Seminar - 3 LSP

Semantic webs or mind maps serve as an instructional tool to assistthe reluctant learner in organizing information. These maps canalso serve as an organizer for the analytic student who has aglobal teacher presenting information in a random fashion.

'002207 MULTIPLE INTELLIGENCES IN PRACTICE: USING CREATIVEMOVEMENT TO ENHANCE INSTRUCTION WITH SECONDARY STUDENTSInstructor: Dr. Katherine Lee, SC Center for Dance

EducationDate: Thursdays, September 28 and October 5Time: 4:00 - 7:00 PMLocation: Crayton Middle School Dance StudioType of Activity: Institute - 12 LSP (6 LSP per workshop)

Use one of your seven intelligences, the kinesthetic, to enhanceyour teaching. These strategies will make your lessons moreinteresting and interactive resulting in increased student learningand achievement.

'000246 USING LASERInstructor:Date:Time:Location:Type of Activity:

DISCS TO ENHANCE AND ENRICH MATHEMATICS CLASSESReba GreshamTuesday, October 104:00 - 6:00 PMRoom 103, C. A. Johnson High SchoolWorkshop - 6 LSP

This workshop will focus on the use of interactive multimedia andother technology in the classroom. A variety of learning stylesare addressed through this mode of instruction. In particular,multimedia instruction serves as a motivator to the disinterestedand/or global learner.

'200201 INTEGRATINGInstructor:

Date:Time:Location:Type of Activity:

THE CURRICULUM WITH THEMATIC UNITSDavid BlackwellGinny MorrisTuesday, March 194:00 - 6:00 PMSt. Andrews Middle SchoolWorkshop - 6 LSP

Interdisciplinary units help global students see the connectionsand the relationships between subject areas thus leading to greatersuccess and achievement. Join one of these groups to learn how toplan a thematic unit.

'000209 VISUAL LITERACY: EDITORIAL CARTOONINGInstructor:Date:Time:Location:Type of Activity:

Robert Arial, The State NewspaperFriday, October 2012:30 - 3:30 PMSchool of Journalism, USCWorkshop - 6 LSP

Incorporate producing editorial cartoons into your discipline.Learn about interpreting ideas through pictures and making use ofsymbolism to present a message or point of view concerning people,events, or situations.

'000247 COOPERATIVEInstructor:Date:Time:Location:Type of Activity:Recommended for:

LEARNING ACTIVITIES FOR MATHEMATICSMarlene McClerklinTuesday, November 144:00 - 6:00 PMTeaching and Learning CenterWorkshop - 6 LSPTeachers of middle and high school mathematics

Participants will add additional cooperative learning techniques totheir repertoire. Working with other students helps globalstudents who are usually social learners and auditory learners whoneed to talk about their learning.

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South Carolina Department of EducationOffice of Professional Development

Leadership Academy SeminarsTraining Needs Survey

The Leadership Academy at the State Department of Education is in the process of planning its seminarsand institutes for the 1994-95 academic year. The institute strands art developed after careful study ofthe various feedback forms received during the year. Since you participated in some of our programsthis year, we are soliciting your assistance in identifying areas of interest for programs for next year.Our professional development programs have been well-attended and well-received by educators fromall grade levels and assigned positions. We want to continue providing exceptional growth opportunitiesfor you.

Due to the tremendous interest we had in the following topic areas, we will reschedule the followingseminars:

Integrated LearningAlternative Models of SchedulingPositive Approaches to DisciplineCooperative Learning

Please indicate your interest in the following subject areas by circling the appropriate X:

. Low Moderate High1. Alternative Assessment X X X2. Conflict Resolution X X X3. Curriculum Frameworks X X X4. Creative Grading X X X5. Continuous Assessment (Grade R-3) X X X6. Educational Change X X X7. Effective Staff Development X X X8. Higher Order Thinking Skills X X X9. Integrated Curriculum X X X10. Learning Styles X X X11. Multicultural Education X X X12. Multiple Intelligencies X X X13. Positive School Climate X X X14. Planning Effective School - Level Staff Development X X X15. Portfolio Assessment X X X16. Primary SIICCeSs X X X17. Strategic Planning X X X18. Statewide Systemic Initiative for Mathematics/Science X X X19. Time Management and Organizational Skills X X X20. Tech Prep X X X21. Turning Points (Middk School Initiative) X X X22. Other topics:

Please indicate your position by checking the appropriate number:

1. Superintendent 4. Teacher2. Principal 5. Other3. Vocational School Director

Please complete the needs survey and return to the Office of Professional Development, Rutledge BuildingRoom 1108, 1429 Senate Street, Columbia, South Carolina, 29201.

46

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