Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Janice Bevan
Committee Member
Mary Ann Ratliff
Committee Member
Barbara Packer
Keywords
administrators, anecdotal evidence, applied dissertation, classrooms, cohorts, contextual delivery, district staff development, evaluation methodology, follow-up training, Guskey, interviews, job-embedded training, Manatee County School District, mentoring, on-site training, participant interviews, professional development, Project CRISS, school setting, skill transfer, staff development, staff development evaluation, student performance, survey respondents, surveys, teacher education, teacher evaluation, teachers, training efficacy, training satisfaction, voluntary participation, workplace support
Abstract
This applied dissertation was designed to investigate the efficacy of Manatee County School District's Project CRISS staff development training for teachers. Evaluation methodology was utilized to assess the district's staff development program by applying the first four levels of Guskey' s (2000) five level staff development evaluation model. The levels were assessed via three surveys, participant interviews, and anecdotal evidence.
The results showed that teachers who voluntarily participated in the Project CRISS training were generally very satisfied with the training and gained specific skills that were transferred to their classrooms. In addition, survey respondents felt that their cohorts and administrators were supportive of their use of Project CRISS skills. However, respondents also expressed a need for time to observe other teachers classrooms where the strategies are implemented successfully. In addition, participants suggested that follow-up training and mentoring would be particularly effective in furthering their use of the particular skills. The results also showed that effective staff development should be contextual in delivery and specific to the teacher's particular school setting. A job-embedded approach to training, i. e. on-site training and follow-up, may prove to be more effective. Investigation at these levels could lead to exploring the impact of professional development programs on students' performance, Level V of Guskey's (2000) evaluation system.