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In 1989, the Department of Defense Dependents Schools began implementing a staff development program intended to develop individual teachers professionally; train administrators to become more knowledgeable classroom observers; and most importantly, strengthen the collegiality among teachers and administrators. RAND evaluated the implementation of this program for three years, developing annual snapshots of progress at 12 schools in Germany. The results illustrate how difficult it is to sustain school-level change: Competing activities and programs often diverted attention; concern about a drawdown in the school system preoccupied some schools (as did events in the Middle East); and in many of the schools, the expectations did not include changing the school culture. Conversely, where schools expected a culture change and found ways to make other activities and initiatives complement the program, the program had a more sustained effect. The data underscored the extent to which implementation was influenced by a school's receptivity to change.
Table of Contents
Chapter 1
Introduction
Chapter 2
DODds and the Study of Teaching Program
Chapter 3
Study Approach and Data Collection
Chapter 4
Implementation in the Germany Region
Chapter 5
Experience of TST Program Participants
Chapter 6
TST Study Groups
Chapter 7
The Promotion of Collegiality
Chapter 8
Lessons Learned
Appendix A
Number of School-Based Interviews
Appendix B
School-Based Interview Questions
Appendix C
Teacher Surveys
Research conducted by
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