Train the Trainer: The Bricks in the Learning Community Scaffold of Professional Development
Professional development is the focus of this study. It
reports on questionnaire data that examined the perceived
effectiveness of the Train the Trainer model of technology
professional development for elementary teachers. Eighty-three
selected teachers called Information Technology Coaches received
four half-day and one after-school in-service sessions. Subsequently,
coaches shared the information and skills acquired during training
with colleagues. Results indicated that participants felt comfortable
as Information Technology Coaches and felt well prepared because
of their technological professional development. Overall, participants
perceived the Train the Trainer model to be effective. The outcomes
of this study suggest that the use of the Train the Trainer model, a
known professional development model, can be an integral and
interdependent component of the newer more comprehensive
learning community professional development model.
[1] Barnett, E. (2004). Characteristics and perceived effectiveness of staff
development practices in selected high schools in South Dakota.
Educational Research Quarterly, 28(2), 1-16.
[2] Bell, L.M., McElligott, R.J., & Nagel, R.G. (1986). Teacher talent
presents: Sharing the wealth. Don Mills, Ontario: Ontario Secondary
School Teachers- Federation.
[3] Buchsbaum, H. & Bruder, I. (1992). Portrait of a staff development
program. Electronic Learning, 11(7), 18-27.
[4] Butler, J.A. (1992). Staff Development. NW Archives Regional
Educational Laboratory
[5] Callister Jr., T.A. & Burbules, N.C. (1990). Computer literacy
programs in teacher education: What teachers really need to learn.
Computers Education, 14(1), 3-7.
[6] Canning, R. (1992). The missing element in training the trainers:
Integrating theory with practice. Journal of European Industrial
Training, 16(2), 3-7.
[7] Cordeiro, P. (1986). Course work into the classroom. Language Arts,
63(7), 705.
[8] Davis, Naughton, & Rothwell (2004) New roles and new competencies
for the professional: Are you ready for the next generation? T+D:
Better performance through workplace learning 55, 26-36. Retrieved
May 3, 2006 from,
http://clem.mscd.edu/~suttoncy/46NEWROLES.htm
[9] Dilworth, M.E. & Imig, D.G. (1995). Professional teacher development
and the reform agenda. (ERIC Digest adapted). In M.E., Dilworth &
D.G. Imig, Professional teacher development. The ERIC Review, 3(3),
5-11.
[10] Dooley, L.M., Metcalf, T. & Martinez, A. (1999). A study of the
adoption of computer technology by teachers. Educational Technology
& Society, 2(4), 1-19. Retrieved April 16, 2006 from
http://www.ifets.info/journals/2_4/ldooley.html.
[11] DuFour, R. (1998). Why look elsewhere?: Improving schools from
within. School Administrator, 55(2), 24-28.
[12] DuFour, R. (1998). Challenging role: Playing the part of principal
stretches one-s talent. Journal of Staff Development, 20(4), 1-4.
Retrieved April 2, 2004 from
http://www.nsc.org/library/publications/jsd/dufour204.cfm.
[13] DuFour, R. & Eaker, R. (1998). Professional learning communities at
work: Best practices for enhancing student achievement. Bloomington,
Indiana: National Education Service.
[14] Firestone, W.A. (1996). Images of teaching and proposals for reform: A
comparison of ideas from cognitive and organizational research.
Educational Administration Quarterly, 32(2), 209-235.
[15] Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S.
(2001, Winter). What makes professional development effective?
Results from a national sample of teachers. American Educational
Research Journal 38(4), 915-945.
[16] Garmston, R.J. (2004). Group wise: Group work has its danger, but
facilitators have some helpful strategies. Journal of Staff Development,
25(3), 1-7. Retrieved May 10, 2006 from
http://www.nscd.org/library/publications/jsd/garmston253.cfm.
[17] Garmston, R. & Wellman, B. (1999). Adaptive schools: Developing
and facilitating collaborative groups. Norwood, MA: Christopher-
Gordon.
[18] Guskey, T.R. (1986). Staff development and the process of teacher
change. Educational Researcher, 15(5), 5-12.
[19] Hord, S.L. (2001). Issues ... about change: Professional learning
communities: What are they and why are they important? Southwest
Educational Development Laboratory, 6(1), 1-8. Retrieved December
7, 2005 from http://www.sedl.org/change/issues/issues61.html.
[20] Hulley, W. & Dier, L. (2005). Harbors of Hope: The Planning for
School and Student Success Process. Bloomington, Indiana: National
Education Service.
[21] Lambert, L. (2002). A framework for shared leadership. Educational
Leadership, 59(8), 37-40. Retrieved April 2, 2004 from
http://www.ascd.org/author/el/2002/05may/lambert.html.
[22] Mitchell, C. & Sackney, L. (2001). Building capacity for a learning
community. Canadian Journal of Educational Administration and
Policy, 19, 1-20.
[23] November, A. (1993). Technology and the new middle school:
Ensuring success. Electronic Learning, 12(5), 16.
[24] Ontario Ministry of Education and Training. (1992). Program/Policy
Memorandum 116. (pp. 1-4). Toronto: Queen's Printer for Ontario.
[25] Ontario Ministry of Education and Training. (1993). Computers across
the curriculum: JK-OAC. Toronto: Queen's Printer for Ontario.
[26] Pancucci, S. (1997). Measuring the perceived success of the ÔÇÿTrain the
Trainer- model of staff development: Computer training for elementary
teachers utilizing both workshop and on-line formats (unpublished
Masters Project at Brock University, St. Catharines, Ontario, Canada)
[27] Salpeter, J. & Bray, B. (2003). Professional development: 21st century
models. Technology & Learning, 24(1), 34-50. Retrieved July 21, 2005
from,
http://proquest.umi.com.proxy.lib.uwo.ca:2048/pdqweb?index=5&did=
397131771&sid=5&Fmt=4&clientld=11263&RQT=309&VName=PQ
D
[28] Sergiovanni, T. (2000). The life world of leadership: Creating culture,
community, and personal meaning in our schools. San Francisco:
Jossey-Bass.
[29] Siegel, J. (1994). No computer know how. Electronic Learning, 13(5),
58.
[30] Stamps, D. (1998). Learning ecologies. Training, 35(1), 32-38.
[31] Velde, C., Cooper, T. & Gerber, R. (1994). "Training the trainer" in
Australia-s adult and community education sector: Developing course
provision. Education, 36(6), 20-25.
[1] Barnett, E. (2004). Characteristics and perceived effectiveness of staff
development practices in selected high schools in South Dakota.
Educational Research Quarterly, 28(2), 1-16.
[2] Bell, L.M., McElligott, R.J., & Nagel, R.G. (1986). Teacher talent
presents: Sharing the wealth. Don Mills, Ontario: Ontario Secondary
School Teachers- Federation.
[3] Buchsbaum, H. & Bruder, I. (1992). Portrait of a staff development
program. Electronic Learning, 11(7), 18-27.
[4] Butler, J.A. (1992). Staff Development. NW Archives Regional
Educational Laboratory
[5] Callister Jr., T.A. & Burbules, N.C. (1990). Computer literacy
programs in teacher education: What teachers really need to learn.
Computers Education, 14(1), 3-7.
[6] Canning, R. (1992). The missing element in training the trainers:
Integrating theory with practice. Journal of European Industrial
Training, 16(2), 3-7.
[7] Cordeiro, P. (1986). Course work into the classroom. Language Arts,
63(7), 705.
[8] Davis, Naughton, & Rothwell (2004) New roles and new competencies
for the professional: Are you ready for the next generation? T+D:
Better performance through workplace learning 55, 26-36. Retrieved
May 3, 2006 from,
http://clem.mscd.edu/~suttoncy/46NEWROLES.htm
[9] Dilworth, M.E. & Imig, D.G. (1995). Professional teacher development
and the reform agenda. (ERIC Digest adapted). In M.E., Dilworth &
D.G. Imig, Professional teacher development. The ERIC Review, 3(3),
5-11.
[10] Dooley, L.M., Metcalf, T. & Martinez, A. (1999). A study of the
adoption of computer technology by teachers. Educational Technology
& Society, 2(4), 1-19. Retrieved April 16, 2006 from
http://www.ifets.info/journals/2_4/ldooley.html.
[11] DuFour, R. (1998). Why look elsewhere?: Improving schools from
within. School Administrator, 55(2), 24-28.
[12] DuFour, R. (1998). Challenging role: Playing the part of principal
stretches one-s talent. Journal of Staff Development, 20(4), 1-4.
Retrieved April 2, 2004 from
http://www.nsc.org/library/publications/jsd/dufour204.cfm.
[13] DuFour, R. & Eaker, R. (1998). Professional learning communities at
work: Best practices for enhancing student achievement. Bloomington,
Indiana: National Education Service.
[14] Firestone, W.A. (1996). Images of teaching and proposals for reform: A
comparison of ideas from cognitive and organizational research.
Educational Administration Quarterly, 32(2), 209-235.
[15] Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S.
(2001, Winter). What makes professional development effective?
Results from a national sample of teachers. American Educational
Research Journal 38(4), 915-945.
[16] Garmston, R.J. (2004). Group wise: Group work has its danger, but
facilitators have some helpful strategies. Journal of Staff Development,
25(3), 1-7. Retrieved May 10, 2006 from
http://www.nscd.org/library/publications/jsd/garmston253.cfm.
[17] Garmston, R. & Wellman, B. (1999). Adaptive schools: Developing
and facilitating collaborative groups. Norwood, MA: Christopher-
Gordon.
[18] Guskey, T.R. (1986). Staff development and the process of teacher
change. Educational Researcher, 15(5), 5-12.
[19] Hord, S.L. (2001). Issues ... about change: Professional learning
communities: What are they and why are they important? Southwest
Educational Development Laboratory, 6(1), 1-8. Retrieved December
7, 2005 from http://www.sedl.org/change/issues/issues61.html.
[20] Hulley, W. & Dier, L. (2005). Harbors of Hope: The Planning for
School and Student Success Process. Bloomington, Indiana: National
Education Service.
[21] Lambert, L. (2002). A framework for shared leadership. Educational
Leadership, 59(8), 37-40. Retrieved April 2, 2004 from
http://www.ascd.org/author/el/2002/05may/lambert.html.
[22] Mitchell, C. & Sackney, L. (2001). Building capacity for a learning
community. Canadian Journal of Educational Administration and
Policy, 19, 1-20.
[23] November, A. (1993). Technology and the new middle school:
Ensuring success. Electronic Learning, 12(5), 16.
[24] Ontario Ministry of Education and Training. (1992). Program/Policy
Memorandum 116. (pp. 1-4). Toronto: Queen's Printer for Ontario.
[25] Ontario Ministry of Education and Training. (1993). Computers across
the curriculum: JK-OAC. Toronto: Queen's Printer for Ontario.
[26] Pancucci, S. (1997). Measuring the perceived success of the ÔÇÿTrain the
Trainer- model of staff development: Computer training for elementary
teachers utilizing both workshop and on-line formats (unpublished
Masters Project at Brock University, St. Catharines, Ontario, Canada)
[27] Salpeter, J. & Bray, B. (2003). Professional development: 21st century
models. Technology & Learning, 24(1), 34-50. Retrieved July 21, 2005
from,
http://proquest.umi.com.proxy.lib.uwo.ca:2048/pdqweb?index=5&did=
397131771&sid=5&Fmt=4&clientld=11263&RQT=309&VName=PQ
D
[28] Sergiovanni, T. (2000). The life world of leadership: Creating culture,
community, and personal meaning in our schools. San Francisco:
Jossey-Bass.
[29] Siegel, J. (1994). No computer know how. Electronic Learning, 13(5),
58.
[30] Stamps, D. (1998). Learning ecologies. Training, 35(1), 32-38.
[31] Velde, C., Cooper, T. & Gerber, R. (1994). "Training the trainer" in
Australia-s adult and community education sector: Developing course
provision. Education, 36(6), 20-25.
@article{"International Journal of Business, Human and Social Sciences:59922", author = "S. Pancucci", title = "Train the Trainer: The Bricks in the Learning Community Scaffold of Professional Development", abstract = "Professional development is the focus of this study. It
reports on questionnaire data that examined the perceived
effectiveness of the Train the Trainer model of technology
professional development for elementary teachers. Eighty-three
selected teachers called Information Technology Coaches received
four half-day and one after-school in-service sessions. Subsequently,
coaches shared the information and skills acquired during training
with colleagues. Results indicated that participants felt comfortable
as Information Technology Coaches and felt well prepared because
of their technological professional development. Overall, participants
perceived the Train the Trainer model to be effective. The outcomes
of this study suggest that the use of the Train the Trainer model, a
known professional development model, can be an integral and
interdependent component of the newer more comprehensive
learning community professional development model.", keywords = "change, education, learning community, professional
development, school improvement, technology coach, Train the
Trainer.", volume = "1", number = "11", pages = "693-8", }
