The impact of site-based decision-making on staff development as perceived by district improvement committee members in Texas school districts within selected educational service centers /
This study sought to identify the impact of the site-based planning on staff development in selected Texas schools in Regions XIII and XX. The study looked at the role of the district improvement committee members in staff development planning and how those plans reflect statutory provisions. Distr...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731930461&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study sought to identify the impact of the site-based planning on staff development in selected Texas schools in Regions XIII and XX. The study looked at the role of the district improvement committee members in staff development planning and how those plans reflect statutory provisions. District improvement committee members were asked to complete the Survey of Impact of Site-Based Decision-Making on Staff Development. Survey data and findings focused on involvement, inclusion of legislative requirements, and relationship to school reforms and initiatives. Involvement in practical areas of staff development was investigated. Data from other documents gathered from the district and state education agency related to staff development planning and from focus groups were included. Research findings indicate that while district improvement committee members are involved in staff development, planning is related to school performance goals, student achievement, and technology training. All the areas required by law such as conflict resolution and discipline strategies are not covered. Training methods employed are workshops and conferences. Some other methods are used, particularly in larger districts. Districts have problems with the voluntary nature of the committee. Committee members report some administration and/or school boards do not support staff development. Inconsistent application of initiatives to student performance goals and involvement in funding decisions occurs. Research indicated legislative mandates do not guarantee site-based decision-making success in staff development. Recommendations include: 1. Ongoing self-evaluation of the involvement and success of staff development efforts by the district improvement committee should be undertaken. 2. Data should be collected on variances that occurred among the study subgroups so recommendations can be made. 3. Successful school reform objectives and initiatives selected by district improvement committees that integrate staff development and student achievement should be studied. 4. Educational entities should investigate how to provide assistance to district improvement committees and administrators on legislative requirements relevant to staff development and support roles of stakeholders. Training of personnel from areas that interface duties with the district improvement committee should occur. Professional development options, training approaches, and evaluation should be a focus. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xiii, 179 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 143-152). |