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A case study in planning staff development. What do teachers really need?

B M Allen1

  • 1San Diego State University.

American Annals of the Deaf
|December 1, 1994
PubMed
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A training needs assessment (TNA) gathered perspectives on teacher signing skills. The study found that staff development alone is insufficient for improving teacher performance, highlighting the need to address other contributing factors.

Area of Science:

  • Education
  • Communication Studies
  • Teacher Training

Background:

  • Teacher signing skills are crucial for effective classroom communication.
  • A training needs assessment (TNA) was conducted to evaluate current and desired performance levels.
  • The TNA aimed to understand perspectives on teacher signing skills from various stakeholders.

Observation:

  • Individual interviews and focus groups engaged teachers, staff, parents, students, and administrators.
  • Participants provided insights into current signing skill performance, desired outcomes, and challenges.
  • The TNA sought to identify motivational factors and solutions for enhancing teacher communication skills.

Findings:

  • Teacher performance issues are multifactorial, extending beyond skill deficits.

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  • Staff development initiatives alone do not fully resolve performance problems.
  • Collaborative approaches in TNAs can foster a supportive environment for skill development.

    • Implications:

    • Effective teacher training requires a holistic approach addressing diverse performance factors.
    • Understanding stakeholder perspectives is vital for targeted professional development.
    • Interventions should focus on systemic issues impacting teacher performance and communication.