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Improving instructional and non-instructional professional staff interactions
Abstract
This dissertation documented the process of developing, implementing, and assessing a low-cost staff development project in an urban elementary school. The purpose of this study was to plan a staff development project that would improve the interactions between instructional staff (teachers) and non-instructional professionals (psychologists). An action research methodology was utilized focusing instructional and non-instructional professionals on the topic of support services in the Roosevelt Schools. The flexibility of this method encouraged collegial interaction and connected participants to the larger issues of change and school improvement. Twelve workshops were collaboratively planned with twenty voluntary members of the Ulysses Byas staff. Needs assessment and formative evaluation tools were utilized to obtain feedback from participants and organize workshops. School climate, bureaucratic structures, the process of change, staff development, and issues of race and equity appeared to impact on staff interactions. Workshop sessions provided an opportunity for instructional and non-instructional professionals to grow both personally and professionally and to develop mutually agreed on goals for support services. The results of this project indicated the following: (1) The instructional staff was interested in improving support services in The Ulysses Byas School. (2) Misunderstandings that occurred between instructional and non-instructional professionals erected territorial boundaries, and the participants recognized the necessity of breaking through the barriers and establishing new relationships. (3) The collegial atmosphere of the workshops was a step in breaking down negative, defensive attitudes toward colleagues. (4) The instructional staff had skills, expertise, motivation, and interests that were essentially untapped and could be utilized for the benefit of children. (5) Instructional and non-instructional professional staff would benefit from trusting, caring, cooperative relationships. In conclusion, low cost staff development activities were an appropriate direction for schools to begin the process of change vital to school improvement. In addition, staff development was a viable means for struggling, urban districts to provide additional training for staff.
Subject Area
Educational administration
Recommended Citation
Stack, Kevin, "Improving instructional and non-instructional professional staff interactions" (1991). Doctoral Dissertations Available from Proquest. AAI9120946.
https://scholarworks.umass.edu/dissertations/AAI9120946