Document Type
Section VII Article
Abstract
My position on the ways and means of staff development in rural schools is similar to the ways and means of staff development in urban schools. Rural education has its peculiarities: sparse population, high transportation costs, low drop-out rates, high test scores, low pupil-teacher ratios, high parental involvement, strong moral values, etc. I don't consider, however, the opportunities for staff development in rural schools to be at a disadvantage. The need is equal between rural and urban schools, and our access to quality programs and presenters through Area Education Agencies (or ESU's, Coops, etc.) are just as profound as that available to urban schools. Some of the latest staff development programs have not only reached us in rural America, we are utilizing many of them such as: TESA, Coaching, Cooperative Learning, Whole-Language Approach, Clinical Supervision, and others. The availability of knowledgeable speakers in the area and in the state has not been a problem. We have encouraged our staff to attend professional growth activities; we average seven days per year per teacher strictly for staff development/professional growth.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
1
Issue
1
First Page
128
Last Page
130
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1990 North Central Regional Educational Laboratory and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Roach, Richard
(1990)
"Section VII: Staff Development and Rural Schools: Ways and Means [Roach],"
Institute for Educational Leadership Monograph Series: Vol. 1:
No.
1, Article 47.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol1/iss1/47
