Provides a brief overview of the staff development process as observed in 16 school districts. Describes and critiques the three roles central office administrators most commonly assumed in the staff development process: (1) decisionmaker, (2) trainer, and (3) facilitator. Although central administrators frequently assumed these three roles, they rarely participated in the staff development programs. The paper suggests that staff development programs would be more effective if administrators participated in them directly and shared responsibility for school improvement.
This report is part of the RAND Corporation Paper series. The paper was a product of the RAND Corporation from 1948 to 2003 that captured speeches, memorials, and derivative research, usually prepared on authors' own time and meant to be the scholarly or scientific contribution of individual authors to their professional fields. Papers were less formal than reports and did not require rigorous peer review.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.