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One afternoon, at rush hour, George Shearing,
a
famous blind jazz
pianist, was waiting at a busy
intersection for someone to take him
across the street
when another blind man tapped him on the shoulder
and
asked if Shearing would mind helping him to get across.
"What could I do?" said Shearing afterward.
"I took him
across
and it was the biggest thrill of my life."
-- Bartlett's Book of Anecdotes
In today's world the "thrill" of the blind leading the blind is over! With the federal mandates requiring educators use research-based strategies and practices for their instruction, administrators and educators must look closely at not only how curriculum is best instructed but how educators are being trained and coached to insure
that quality instruction is taking place.
Research has clearly shown that the
"one-shot inservice" is not extremely effective.
Sustained professional development must be utilized to meet the desired and expected levels of implementation (Core 2002). Take a close look at the chart below. Notice that with each
add-on level the implementation percentage level increases dramatically!
Professional Development
Venue |
Implementation Percentage |
| One-day, Theory-Based
Inservice--90% Lecture |
10% |
Add to the day:
Model and Demonstrations within Lecture |
20% |
Add to the day:
Simulated Practice By
Participants / Participatory Lecture |
30% |
Add to the day:
Structured Feedback Between
Participants and Trainer / Participatory Lecture |
40% |
Add after initial day:
Modeling In The Classroom |
60% |
Add after initial day:
Observation and Direct Coaching In The Classroom |
~80% |
Sustained Cycle Incorporating
All Add Levels |
~100% |
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Information provided by CORE 1999
Based on
what the charted information states, if true change is expected
within a school or district, the administration must commit and
invest in the time and funding
necessary to reach 100% implementation. Research has also shown
that quality comprehensive change takes three to five years
to fully establish.
How many times have
you encountered educators who sincerely roll their eyes and sigh
deeply when
"something new" comes down their educational pike? They often murmur:
this too shall pass. With high-stakes accountability, which is not going away, this attitude can not, and must not,
prevail. Another change consideration is the shear number of new teachers that
will enter our educational system over the next two decades (projected to be
~1,000,000 teachers).
The expectations for quality mentoring and coaching will no longer be an option, it will be
essential! Placing the total burden of mentoring and coaching on in-house educators can,
and will, take a toll on all involved. Along with site-based
advisement, it is recommended that new teachers be provided with
coaching and training from a neutral third party, hence an outside
trainer or coach.
Recently, a quote was shared with me:
The reason people turn to a guru is they cannot spell charlatan. My point in sharing this quote is that while
sustained professional-development is highly recommended, when I accept a long-term client
relationship, it is my goal is to eventually create an internal leadership team or teams that will take on the role of coach and consultant to maintain the changes
taking place. My areas of expertise include researched-based strategies and practices in reading,
writing, math,
curriculum mapping,
and assessment and evaluation. Please feel free to browse my Website or contact me directly
via e-mail or telephone to further discuss your specific needs and concerns.
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