In-Service Education Programs

In-Service Education Programs are professional development initiatives designed to enhance the skills and effectiveness of teachers already in the workforce. Recognizing the critical role that skilled educators play in student success, these programs aim to facilitate continuous learning and adaptation to evolving educational demands. They encompass various activities, including workshops, peer observations, and off-site training, intended to support teachers in staying current with best practices and addressing the diverse needs of their student populations.

Effective in-service programs are characterized by collaborative planning among educators, administrators, and community members, as well as a focus on practical application through theory, demonstration, and feedback. These initiatives are not only beneficial for new teachers but also serve as platforms for ongoing professional growth, fostering a culture of reflection and support among faculty. Despite their recognized importance, in-service education programs have historically been underutilized, necessitating a shift towards proactive and well-structured approaches to teacher development.

Overall, the evolution of in-service education reflects a broader commitment to improving educational outcomes through empowered teaching practices, ultimately aiming to create inclusive and effective learning environments for all students.

Published in: 2021

By: Gould, Marie

Subject Terms

In-Service Education Programs

Abstract

This article focuses on the effectiveness of teacher in-service education programs. Many in the field of public education believe that having a good teacher is an important factor in a student's academic success. Based on this belief, there has been a quest to determine what should be done to ensure that every classroom is led by a good teacher. Professional development is one type of practice that will address this need. A quality in-service program will provide faculty and staff the option of continually upgrading their skills so that they can continue to meet the needs of an increasingly more inclusive learning community.

Overview

Many in the field of public education believe that having a good teacher is an important factor in a student's academic success. Based on this belief, there has been a quest to determine what should be done to ensure that every classroom is led by a good teacher. Several researchers have encountered situations in which educational bodies have sought to evaluate what makes a good school and an effective teacher. Elmore and Burney (1997) observed a school district in New York and found that there were various professional development activities. Some examples of the programs included professional development laboratories, peer observation, off-site training, and classroom visitations by administrators. Hilton (1972) reported that Wiley Housewright, then president of the MENC Commission on Teacher Education, appointed a seven-member commission on teacher education. "He charged the group with identifying pressing needs and determining priorities in the pre-service and in-service education of music teachers, and with identifying innovative and exemplary programs in teacher education that may serve as models for change" (Hilton, 1972, p. 67). In addition, McLaughlin and Talbert (2001) shared the results of their study and reported that professional communities within schools contributed to teachers' ongoing development and satisfaction. These researchers observed how "teachers in these schools experience professional growth because they worked together to become better teachers and to become a better school" (p. 90).

One type of initiative that can assist in the quest for effective schools is to make sure that the teachers have supportive working conditions (Johnson, 2006). By providing a supportive work environment, school districts can enhance teacher quality and improve teacher retention rate. Johnson, Kauffman, Kardos, Liu, and Donaldson (2004) found that a school's ability to be supportive and organized was a key factor in new teachers deciding whether a teaching career was appropriate for them. Moore (2006) developed a list of best practices that were typically found in schools that provided supportive workplace conditions.

Best Practices. The practice that this paper will focus on is professional development. Although teachers require advanced degrees, there still is a need for them to continuously improve their skill set. One way to do this is by attending professional development workshops such as in-service education programs. Teachers must have the opportunities to seek out training programs that will assist them with enhancing their skill set so that they can be good and effective teachers. "Recent research suggests that there are increasing opportunities for learning and growth but that they have yet to become widely accepted and established in school practice" (Johnson, 2006, p. 12–13). However, the NEA (2003) reported that "of all professional growth activities queried by their survey, teachers were most likely to participate in system-sponsored workshops during the 2000–2001 school year (77%)" (NEA, p. 55). These system-sponsored workshops included in-service education programs.

In-Service Programs. In-service education programs have been neglected as a result of other priorities in the education system even though many have recognized the importance of having these types of programs in order to ensure the effective operation of a school (Harris, 1989). Although the importance of the programs is recognized, "in-service education programs may be unique as a developmental task in our schools more by virtue of being widely neglected than because of its obvious importance" (Harris, 1980, p. 29). As a result, approaches to in-service education need to become more proactive. Why?

"The professional preparation of teachers is a continuing process, and self-renewal must occur if teachers are to stay in tune with the changing needs of their students. Effective in-service education programs should help the teacher meet these changing needs" (Brimm and Tollett, 1974, p.521–522).

According to Desmarais (1992), in-service teacher education suffers many shortcomings, including a tradition of being reactive rather than proactive. In the past, in-service education programs were held to assist new teachers who had poor teaching skills when they entered the field. However, the purpose of the programs has changed. Today, the programs are designed to keep teachers up to date about changes in education and the world.

Characteristics of an Effective In-Service Education Program. According to Shannon & McCall Consulting, Ltd. (n.d.), there is a trend of research on the topic of effective teacher in-service education programs, and the information "can be applied to the acquisition of technology skills, knowledge, and beliefs" (www.schoolfile.com). Characteristics of an effective in-service program are as follows:

Teachers, in-service planners, school principals, guidance counselors, parents, school members, and local science and technology professionals are involved in the process.
A focus on program-related tasks should be maintained.
Theory, demonstration, practice, feedback, and coaching should be included.
Several sessions should be provided with intervals between for follow through.
A variety of formal and informal elements such as workshops, teacher interactions, one-to-one assistance, and meetings should be provided.
The concerns of teachers, which focus on feelings, attitudes, and perceptions, should be the primary focus.
Program participants should be given recognition.
Independent study and self-instruction should be used extensively.
In-service education programs should be led by resource people in determining the design and content of programs.
A variety of instructional techniques should be used including observation of classroom practices, microteaching, video/audio feedback, and practice.
Coaching should be combined with initial training experience/ workshops particularly when teachers are mastering strategies or content that is new to them.
A thoughtful, reflective approach should be used that allows teachers to translate theory into practice in order to develop collaborative working teams and to create a supportive environment of adult cooperation, personal reflection, feedback, and on-going dialogue (par. 2).

McHaney and Impey (1988) analyzed effective in-service education programs and found seven common features. These features are:

Collaboration in organizing and planning staff development increases commitment, which makes the program more successful.
Participation of administrators, teachers, and parents in designing staff development programs provides greater success.
Long-range planning of in-service education programs will increase conformity with school district goals.
Staff development is more effective when based upon the professional needs and concerns of school employees.
Programs that are more specific and concrete in discussion as well as practice and support the translation of ideas into practice are more successful.
Effective in-service programs contain training that includes a presentation of theory, modeling, practice, feedback, and coaching.

Application

Pre-Service & In-Service Programs. Teachers have voiced the concern that there are only a few programs that teach future teachers the skills that they will need in order to accommodate diverse student needs (Lyon, Vaassen & Toomey, 1989). All across the country, teachers are being asked to work with other teachers to determine what is needed in order to create instructions for a heterogeneous student body. In order to accomplish this goal, teachers will need to develop a common conceptual framework, language, and set of technical skills with which to communicate (Villa, Thousand & Chapple, 1996).

"Given the fact that pre-service education and the relatively isolated teaching experiences of so many teachers have fallen short of what they report they need, it falls on the shoulders of local school communities to be the primary actors in formulating and delivering a comprehensive in-service training agenda to "gear up" educators to respond to unique student needs" (Villa, Thousand & Chapple, 1996, p. 42). An agenda will extend over several years in order to ensure that the instructional staff has the opportunity to progress. Also, a quality in-service program should allow faculty and staff the option of continually upgrading their skills so that they can continue to meet the needs of an increasingly more inclusive learning community.

Sarason (1982) wrote that public schools should utilize programs that colleges and universities have produced. Some examples provided include:

Trinity College. The educational studies program at Trinity College is a teacher preparation program, which requires all education majors to take a common core of courses (i.e., teaching in an integrated environment, foundations of education, educational psychology, child development, senior practicum issues seminar) so that they will have a set of common core instructional skills and dispositions to teach all types of students.

Syracuse University. The School of Education at Syracuse University merged the elementary and special education programs and created one program, Inclusive Elementary and Special Education Teacher Preparation Program. The purpose of the program is to prepare candidates to teach a diverse student population and certify graduates in both elementary and special education.

University of California at San Marco. The University of California at San Marco has structured its courses so that general and special education faculty team teach and model an interdisciplinary, collaborative approach to curriculum and instruction.

Arizona State University-West. This university launched the Quality Undergraduate Education through Site-based Teaching (QUEST) Program. The program is a partnership between the university's education faculty, student teachers, and local education agencies. Two goals of this effort are to enhance all participants' skills in accommodating the different and diverse needs of students and develop the student teachers' competence in methods for teaching students mathematics, science, social studies, and language arts.

Viewpoints

Reform on In-Service Teacher Education This article has focused on the characteristics and models of effective in-service teacher education. However, there are schools that do not fit the standards. "An outcome of recent educational reform efforts has been the identification of characteristics in traditionally structured schools which are considered unfavorable for effective teaching, teacher empowerment, and development of professional status for teaching" (Abdal-Haqq, 1989, par. 1). As a result, educational reformers have made efforts to change these schools so that they provide teachers with an opportunity to be more effective. Those who favor the restructuring of schools believe that traditional teacher education programs have not been effective in preparing teachers for the demands and/or opportunities for restructured schools (Levine, 1988).

According to Abdal-Haqq (1989), some trends have emerged in in-service education programs. Some of the themes include:

In-service programs are research based, reflecting a significant reform trend that roots school improvement efforts in sound theoretical soil.

There has been a shift from a deficit model of staff development, emphasizing remediation, to a developmental model, which emphasizes growth, adult learning, and development.

In-service programs are preparing teachers to examine and assess their own practice, to become inquiring, reflective practitioners.

The American Federation of Teachers' Center for Restructuring has conceptualized and developed models of professional practice schools where new and seasoned teachers can be educated (Levine, 1988). These schools, also known as professional development schools (Holmes Group, 1990) and clinical schools (Carnegie Corporation, 1986), are examples of restructured schools.

In-service programs are emphasizing collegiality.

The Dayton school district's pilot programs sought to develop a peer coaching network. This teacher-led peer networking project was designed to prepare teacher-facilitators who were able to guide the individual staff development of their building and district colleagues.

In-service programs are preparing teachers to participate in decision making on varied school issues.

Utilization of teacher expertise in decision making has implications beyond democratizing the school environment. To acquire professional status, teachers must have the professional autonomy, discretion, and authority characteristics of other professions, including the right to make key decisions about the services that they render (Carnegie Corporation, 1986).

In-service programs are helping teachers qualify for professional advancement through differentiated staffing programs.

In-service programs have assisted teachers in the preparation of new roles and functions (from Abdal-Haqq, 1989, p. 3).

Conclusion

One initiative of education reformers is to make sure that teachers have supportive working conditions (Moore, 2006). By providing a supportive work environment, school districts can enhance teacher quality and improve teacher retention rates. Johnson, Kauffman, Kardos, Liu, and Donaldson (2004) found that a school's ability to be supportive and organized was a key factor in new teachers deciding whether a teaching career was appropriate for them. Moore (2006) developed a list of best practices typically found in schools that provided supportive workplace conditions.

Teachers must have the opportunities to seek out training programs that will assist them with enhancing their skill set so that they can be good and effective teachers. "Recent research suggests that there are increasing opportunities for learning and growth but that they have yet to become widely accepted and established in school practice" (Moore, 2006, p. 12–13). However, the NEA (2003) reported that "of all professional growth activities queried by their survey, teachers were most likely to participate in system-sponsored workshops during the 2000–2001 school year (77%)" (p. 55). These system-sponsored workshops included in-service education programs. According to Baden (1979), "the professional development of teachers through locally developed in-service education activities is becoming an increasingly common activity in school districts" (p. 2).

Teachers have voiced the concern that there are only a few programs that teach future teachers the skills that they will need in order to accommodate diverse student needs (Lyon, Vaassen & Toomey, 1989). All across the country, teachers are being asked to work with other teachers in determining what is needed in order to create instructions for a heterogeneous student body. In order to accomplish this goal, teachers will need to develop a common conceptual framework, language, and set of technical skills with which to communicate (Villa, Thousand & Chapple, 1996).

This article has focused on the characteristics and models of effective in-service teacher education. However, there are schools that do not fit the standards. "An outcome of recent educational reform efforts has been the identification of characteristics in traditionally structured schools which are considered unfavorable for effective teaching, teacher empowerment, and development of professional status for teaching" (Abdal-Haqq, 1989, par. 1). As a result, educational reformers have made efforts to change these schools so that they provide teachers with an opportunity to be more effective. Those who favor the restructuring of schools believe that traditional teacher education programs have not been effective in preparing teachers for the demands and/or opportunities for restructured schools (Levine, 1988).

Terms & Concepts

Assessment: The gathering and analysis of information from one or many sources for the purpose of understanding students' educational experiences. What students know, understand, and can do with their knowledge is further enhanced with subsequent appropriate learning.

Classroom: Platform in which students learn.

Coaching: The process of facilitating and guiding a person's potential to reach meaningful, attainable, and measurable goals. Coaching focuses on tangible results; helping the recipient, individual, or team to articulate and achieve desired objectives.

Education Reformers: Individuals who participate in a plan or movement that aims to bring systematic change in educational theory or practice within a community or society as a whole.

Inclusive Elementary and Special Education Teacher Preparation Program: A program at Syracuse University that has the goal of preparing candidates to teach a diverse student population and certifying graduates in both elementary and special education.

In-Service Education Programs: Programs provided within a school district for paid staff members to prepare for improved performance in present or possible future roles in the school system.

Professional Development: Ongoing, intentional, systemic educational and training opportunities available to educators in their schools and districts.

Quality Undergraduate Education through Site-Based Teaching Program: A program at Arizona State University that is a partnership between the university's education faculty, student teachers, and local education agencies. Two goals of this effort are to enhance all participants' skill in accommodating the different and diverse needs of students and to develop the student teachers' competence in methods for teaching students mathematics, science, social studies, and language arts.

Bibliography

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Baden, D.(1979). A users guide to the evaluation of in-service education. Paper presented at the National Workshop of the NCSIE, Hollywood, FL. (ERIC Document Reproduction No. ED210252). Retrieved October 29, 2018, from https://files.eric.ed.gov/fulltext/ED210252.pdf

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In-Service Education Programs

On this Page

Subject Terms

In-Service Education Programs

Abstract

Overview

Application

Viewpoints

Conclusion

Terms & Concepts

Bibliography

Suggested Reading