P ME NT

EV EL O
AFF D
ST
 OBJECTIVES:
At the end of the session the participants will be able to:

Gain an in-depth understanding about staff development and its

type;
Appreciate the importance of staff development;
Definition of Terms:

 Staff- refers to all of the employees at a business, or especially a school,

where the teachers as a group are called "the staff.“
 Education- acquisition of knowledge
 Development-acquisition of understanding
 Training-acquisition of practical skills
 GOALS OF STAFF DEVELOPMENT
 To improve skills and knowledge in order to raise the level of job performance.
 To leverage strengths more fully in your job in support of your department's goals and
the mission of the college.
 To learn new skills and knowledge that will prepare you for new responsibilities.
 To learn new skills and knowledge that will increase your potential for career
advancement.
 The word STAFF is defined as the people
employed to assist in the day-to-day affairs
of running a business, organization or
government while the word
DEVELOPMENT means to bring out or
expand the potentials.
 WHAT IS STAFF DEVELOPMENT?
Staff development provides the activities intended to
upgrade and update the knowledge, skills and
understanding of the human resource in the school.
The aims are to create positive and productive
changes in the human resource’s thinking and
behavior, and to secure compliance with school and
national policies.
Staff development is a process of appraising staff
performances and identifying their key skills and
competence that need development or training to
improve their skills for better performance. It
involves providing development programme and
training courses that are suitable for the programme.
Functions of Staff Development According to Lawrence
Dale’s Planning Document

1. In-service Education
2. Organization Development
3. Consultation
4. Leadership Training
5. Evaluation
 IN-SERVICE EDUCATION

 improving skills, implementing curricula, procedures,

expanding subject matter and knowledge, planning and
organizing instructions, and increasing personal
effectiveness.
 ORGANIZATION DEVELOPMENT

 building program climate, solving problems, increasing

communication among staff members
 CONSULTATION

 conducting workshops, assisting with building staff

development, implementation, evaluation, and assisting
with administrative planning.
 LEADERSHIP TRAINING
 providing suggestions from new curricular and
instructional approaches informing about innovative
approaches, identifying problems and suggesting
solutions, researching ideas for evaluating practices and
procedures and providing assistance with innovation
processes.
 EVALUATION

 conducting needs assessment, evaluating resources and

staff development efforts.
WHA T IS A N E F F E C T IV E
STA F F D E V E L OP M E N T ?
Effective staff development enables educators to develop the
knowledge and skills they need to address students’ learning challenges. To be
effective, staff development requires thoughtful planning followed by careful
implementation with feedback to ensure it responds to educators’ learning
needs. Educators who participate in staff development then must put their new
knowledge and skills to work. Staff development is not effective unless it
causes teachers to improve their instruction or causes administrators to become
better school leaders.
Effective staff development focuses on knowledge, skills,
and attitudes. ... Today's school personnel must take on new
roles within the school and be able to teach young people
from diverse backgrounds by drawing on a large
repertoire of subject matter and teaching skills.
 Why To Participate In Staff Development?

Interest Lifelong Learning

Sense Of Moral Obligation
To Maintain And Improve Professional Competence
To Enhance Career Progression
To Keep Abreast Of New Technology And Practices
 Benefits of Staff Development

1. Gives teacher the ability to get the most current information

2. Gives school the opportunity to affirm their goal
3. Allows teachers to perform their job better
4. Personal development of staff
5. Provides students with the latest on the topic that is being taught.
 Types of Staff Development

1. Induction Training
Is a brief, standardized indoctrination to an agency’s philosophy,
purposes, policies and regulation given to each worker.
2. Job Orientation
Individualized training to acquaint a newly hired employee
3. In-Service Education
 planned learning experience provided by the employing agency to
its employee. It is also a planned educational experiences provided
in the job setting and closely identified with services in order to
help perform more effectively as a person and as a worker.
4. Continuing Education
Is all the learning activities that occur after an individual has
completed his basic education.
5. Training For Special Function
 is concerned with developing expert’s technical or manual skills,
communication and helps the personnel to perform their functions
effectively.
 Forms of Induction
1. Internship
Works as an exchange of services for experience between the students and
his or her employer.

2. Preceptorship
A short term relationship between the student as novice and an experienced
staff person professional who provides individual attention to the student’s
learning needs and feedback regarding performance; students experience
relative independence in making decisions, setting priorities, management
of time, and care activities.
3. Mentorship
Programs offered to support in program
completion, confidence building and
transitioning to further education or the
workforce.
 STAFF
DEVELOPMENT
AND TODAY’S
SUPERVISION
 25
 is carried out by the supervisor to oversee the
productivity and progress of the employee.
WHAT IS  is defined as any communication between
two or more staff, one of whom is a line
SUPERVISION? manager, where the primary purpose is to
enhance staff performance and effectiveness
in carrying out the requirements of their post
and meeting the objectives of the
organization.
 ROLES OF SUPERVISOR IN STAFF
DEVELOPMENT
Coaching employees to help them determined what they need for
development
Providing both positive and corrective feedback
Offering organizational insight, information and advice
Guiding and planning through goal setting and checking back
overtime
Allocating fund and money for development expenses
Ensuring opportunities for application of new learning
 STAFF DEVELOPMENT AND IN-SERVICE
In-service training is a process of staff development for the
purpose of improving the performance of an incumbent holding a
position with assigned job responsibilities. It promotes the
professional growth of individuals. "It is a program designed to
strengthen the competencies of extension workers while they are
on the job" (Malone, 1984, p. 209).
In-service training is frequently organized every year to orient
new comers or to orient the old ones. They are scheduled in such
a way that after a national or regional program for a definite area
or objective has been held, echo or seminars are conducted in the
different divisions and later in the schools within.
 A wide spectrum of in-service training events in the form of
sharing sessions, workshops, seminars and school-based
programs for teachers and non- teaching staff of special schools
and ordinary schools.
 Four Types of In-service Training

1.Induction or Orientation
2.Foundation Training
3.Maintenance or Refresher
4.Carrer Development
Induction or Orientation Training
 is given immediately after employment to introduce the new extension
staff members to their positions. It begins on the first day the new
employee is on the job (Rogers & Olmsted, 1957). This type of training
is aimed at acquainting the new employee with the organization and its
personnel.
 Induction training for all new personnel should develop an attitude of
personal dedication to the service of people and the organization. This
kind of training supplements whatever preservice training the new
personnel might have had (Halim and Ali, 1988).
Concerning the characteristics of a new employee. Van Dersal
(1962) said that when people start to work in an organization for
the first time, they are eager to know what sort of outfit they are
getting into, what they are supposed to do, and whom they will
work with. They are likely to be more attentive and open-minded
than experienced employees. In fact, the most favourable time for
gaining employees' attention and for moulding good habits
among them is when they are new to the job.
Foundation Training
 is in-service training which is also appropriate for newly recruited personnel.
Besides technical competence and routine instruction about the organization,
every staff member needs some professional knowledge about various rules
and regulations of the government, financial transactions, administrative
capability, communication skills, leadership ability, coordination and
cooperation among institutions and their linkage mechanism, report writing,
and so on.
Maintenance or Refresher Training
This training is offered to update and maintain the specialized
subject-matter knowledge of the incumbents. Refresher training
keeps the specialists, administrators, subject-matter officers,
extension supervisors, and frontline workers updated and enables
them to add to the knowledge and skills they have already.
Career or Development Training

 This type of in-service training is designed to upgrade the knowledge,

skills, and ability of employees to help them assume greater
responsibility in higher positions. The training is arranged
departmentally for successful extension workers, at all levels, for their
own continuing education and professional development.
 In- School Training Program

1.Mentoring Program
2.Direct Training
3.Echo Training
 Teacher Education
 Refers to the policies and procedures designed to
equip prospective teachers with the knowledge,
attitudes, behaviors and skills they require to
perform their tasks effectively in the classroom,
school and wider community.
 Teacher Education is often divided into these stages:

1. Initial Teacher training/ education

 A pre-service course before entering the classroom as a fully
responsible teacher
2. Induction
 The process of providing training and support during the first few
years of teaching or the first year in a particular school
3. Teacher Development or Continuing Professional Development
(CPD)
 An in-service process for practicing teachers
 Is the process by which teachers (like other professionals) reflect
upon their competencies, keep them up to date, and develop them
further.
A growing research base suggests that to be most effective, CPD
activities should:
 be spread over time,
 be collaborative,
 use active learning,
 be delivered to groups of teachers,
 include periods of practice, coaching, and follow-up,
 promote reflective practice,
 encourage experimentation, and
 respond to teachers' needs.
SUMMARY:
When people use the term “STAFF DEVELOPMENT,” they usually
mean a formal process such as a conference, seminar, or workshop;
collaborative learning among members of a work team; or a course
at a college or university. However, professional development can
also occur in informal contexts such as discussions among work
colleagues, independent reading and research, observations of a
colleague’s work, or other learning from a peer.
People often use other names, including staff development, in-
service, training, professional learning, or continuing education.
Whatever the term, the purpose is the same — to improve learning
for educators and students.
BENEFITS O F S T A FF
DEVEL OP M E N T
SCHOOL
A school that organizes team-based staff development and
expects all teachers and administrators to consistently participate
— though for different purposes, at different times, in different
ways — demonstrates that it is serious about all educators
performing at higher levels. As a result, the entire school is more
focused and effective.
 STUDENTS
Staff development is the only means for teachers to gain such
knowledge. Whether students are high, low, or average achievers,
they will learn more if their teachers regularly engage in high-
quality professional development.
School leaders too improve with study,reflection, practice, and
hard work. Their learning supports not only teachers’ learning, but
students’ as well. When leaders know how to engage teachers,
support staff , and students in effective learning, the school
becomes the center of learning for all adults and students.
CONCLUSION:
Staff development to us, educators really matters. It
provides ongoing opportunities for educators to
continue to improve their knowledge and skills so they
can help students achieve. When educators learn,
students learn more. Anyone concerned about their
students’ futures will want to support a cycle of
continuous professional growth for educators.
“NOT ALL OF US CAN DO GREAT THINGS. BUT WE CAN
DO SMALL THINGS WITH GREAT LOVE”.
-MOTHER TERESA