Adult Learning &Consultancy

9. Trainers or program leaders assume responsibility for giving information or seeing

that it is provided. (Wade)

10. Use of combination of observation of classroom practices, micro-teaching, audio

and visual feedback, and practice - either individually or in some combination, but provision for independent study structure is also important especially for self -directed. (Wade)

11. New strategies are “user friendly”, practical, easy step-by-step progression, can be put into use immediately with positive results. (Loucks)

12. Generous amounts of time, assistance, and money (at least half of the

budget) are used for follow-up activities after the initial training sessions. Provision of supervision, coaching, and support groups help teachers move from the mechanical, awkward stages of use to the more fluent and judicious use of the new practices. (Joyce & Showers, Loucks)

13. The goals of the program are consistent with those of the school and district. (Rand, Loucks)

14. Staff development programs outside the local school unit may prove more effective than teacher-initiated training programs. (Wade)

15. It is important to have accomplished something concrete and useful at the end

of the first year, i.e., don’t spend all the energy on planning. (Rand, Loucks)

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