Staff training and development manager,southern christian leadership conference president after king crossword,relationship between time management and stress management,how many numbers have to match to win texas lotto - Reviews

In an ideal world, teachers arrive at staff training sessions well rested, eager to learn, with easy access to the resources they'll need to implement what they learn.
In an ideal world, teachers arrive at staff training sessions well rested, eager to learn, and with the resources, time, and support systems they'll need to implement new skills and ideas. How then can you -- a K-12 staff developer or administrator -- overcome those barriers and make staff training relevant for your audience? The National Staff Development Council has developed 12 Standards for Staff Development that will improve the learning of all students. That approach deflates some of the negativism and hesitation that might interfere with the teachers listening to and applying what you're teaching, and it shows them that you recognize their frustrations; and implies that you acted on their input when making improvements.
Whether you have 15 minutes or 15 hours, take time to refine your message and focus on the bare bones of the topic. One simple trick is to display two or three substantial giveaways (t-shirts, a digital camera, a gift certificate).
If possible, turn attendees into participants by encouraging them to apply what they learned.
Some topics -- for example, initiatives or tasks that won't start until months down the road -- don't lend themselves to hands-on training. The most successful hands-on application occurs when attendees are able to start or even complete a real task during the session. Start every training session on time (assuming there's no reasonable excuse for starting late). End every training session five minutes early.Those two tips show teachers you value their time, and -- if nothing else -- when they see you coming, they'll know you won't keep them over time! Making training relevant for the K-12 educator isn't just the icing on the cake, it's the whole meal. In addition, we provide job and competency profiling, team competency evaluations, gap analyses and needs assessments. Schools are rarely ideal places, however, and most teachers already are overworked and "over-meetinged." By the time they come to your workshop or training session, they often are tired, frustrated, bored, resentful, and distrustful -- usually because of factors you can't control. The more you know about them, the better able you'll be to refine how and what you teach, and make your training meaningful and effective.
For example, if last year's grading program was a disaster, you'll want to know that before you attempt to introduce this year's new grading program. If a school focuses on the core essentials model, for example, you'll want to relate your session on a new math textbook to that emphasis. Don't expect overwhelming enthusiasm for your innovative character education Web site if students and teachers have limited access to computers.


Every educator has attended at least one training session that lasted too long, learned a new district-wide initiative that quickly flopped, or faced a staff trainer who was confusing or antagonistic. In this series, staff development expert Lorrie Jackson discusses those standards and their practical implications for the educators in your learning community. If a number of teachers in the audience recently had a bad experience with a similar program or session, sometimes it's best to address that quickly.
As experts in very specific fields, when given 45 minutes to share their ideas on whole language, for example, they grumble about the limited time, then try to cram every great idea and resource into the allotted time period.
A bit of humor, audience interaction, and freebies go a long way toward establishing a connection with teachers. Candies, free pencils, or another small item for everyone in attendance can each go a long way. Tell attendees that you'll be asking questions along the way or soliciting ways of implementing the training in their classroom and that the giveaways are prizes for those on the ball. Just providing directions and theoretical benefits isn't enough; teachers need to see how other teachers have implemented the idea, skill, or program successfully in their classrooms.
Before the session, if possible, ask a few willing and expert teachers to actually use what you plan to teach at the session. Ask your teacher-presenters to emphasize how long it took them to plan and implement the program you're teaching. Can they practice the approach to new conflict resolution by acting out a scenario with another participant? In that case, ask attendees to write or share aloud how they might apply the new information or skill in their classrooms. If they can come to a session with their grade books and actually enter all their grades for the semester while in the session, for example, you've made the training relevant and saved teachers precious time.
That might sound obvious, but it can be all too easy to come into a session and dictate what should be done, instead of listening to their concerns and offering solutions. Address visual, aural, kinesthetic, and other intelligence styles by including written handouts, oral directions, visual graphics, and hands-on activities. That can be difficult, especially in large districts, but teachers are more likely to feel appreciated and valued if fellow teachers are included in the selection, purchasing, and implementation of programs, initiatives, and so on. By using some of these tips, staff developers stand a better chance of connecting theory to practice in the minds of their audience and, consequently, increase their odds of making a difference in today's classrooms. So, how do you, a K-12 in-service staff developer or administrator, provide relevant staff development in the real world? For more information on the 12 NSDC standards for staff development, go to NSDC Standards for Staff Development.


Something like, "Shake your head if you remember the ABC grading program we used last year," gives teachers a chance to voice a little concern and laugh off some frustration.
They pepper their in-service audience with well-meaning, but overwhelming, handouts and leave everyone confused about the focus of the session. Provide a way for audience members to contact you if they truly want all all your sage advice on the topic! Even though most staff developers once taught in the classroom, it's easy to forget that in this circumstance, teachers are students too and a little pizzazz can help keep them attuned to your message.
Too many bells and whistles, and teachers might see your presentation as useless and a waste of time.
Provide handouts containing the teacher's description of how he or she implemented the program. Even a peer teacher isn't very persuasive if others feel he or she must have spent hours of their own time to prepare. Working in groups can help teachers who are confused or hesitant discover how their peers plan on implementing the training in their classrooms. Ideally, the staff trainer and teacher trainees should form a collaborative team, working together to find ways to better teach students. Decide if the topic requires face-to-face training or can be explained successfully through other delivery methods, such as online tutorials, handouts, and individual help sessions. Teacher training expert Lorrie Jackson offers advice on how you can make your training sessions both relevant and effective.
No matter how smart and skilled you might be, your attendees will listen to fellow teachers better than they'll listen to you, especially if the training involves a change in their classrooms. Even a well-prepared trainer can flounder if she or he doesn't address and meet teacher needs.
Such "battlefront" evidence is far more important to most teachers than all the statistics and studies you can spout.
That's why this year the district has purchased what we believe is an easier and faster way for you to enter grades.



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staff training and development manager



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