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A training needs assessment instrument was developed by a school district (Lubbock, Texas) with 59 campuses that each plan and provide site-based staff development. The instrument was designed to obtain information regarding self-perceptions of educators' efficiency level in various professional teaching competencies/skills, and their desire/need--or lack of same--for training in these areas. Sixty skills grouped into 9 domains were identified by a group of selected teachers and administrators. The skills were then incorporated into the instrument. The design of the instrument was based on the discrepancy needs model, using a two-column six-point Likert scale format. The identified skills are listed between the two columns (scales). The discrepancy between the two scale values, for a specific question or statement describing a skill or competency, is referred to as the needs index. The needs index for each statement or competency is determined by computing the difference between the means of the two columns and calculating a correlated t-test. The higher the needs index, the greater the discrepancy and need for training or other type of intervention. The instrument was administered to all teachers, administrators, and teacher-aides at each of the campuses in the spring so that building principals and staff development specialists could have the data for planning staff development activities for the next school year. Specific training needs were also identified for district wide first-year teachers and teacher aides. Appendices include the survey instrument and response forms, compilations of training needs, and summary analysis of assessment results. (Author)

Descriptors: Beginning Teachers, Elementary Secondary Education, Faculty Development, Models, Needs Assessment, Program Development, Self Efficacy, Teacher Aides, Teacher Competencies, Teaching Methods, Teaching Skills











Autor: Askins, Billy E.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8785&id=ED403259



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