Administrators’ Lessons Learned: Considerations in Establishing Demonstration Classrooms

  • Tiffany Gallagher Brock University
  • Arlene L. Grierson Concurrent Education Department, Schulich School of Education, Brantford Campus, Nipissing University
Keywords: educational administration, demonstration classroom professional development programs, implementation

Abstract

This paper presents the perspectives of some administrators whose school sites hosted demonstration classrooms that were implemented as part of a board-wide professional development initiative.  Administrators highlighted the challenges of balancing the competing needs of their school system with those of their individual school communities and identified: (a) the need for advance planning; (b) the importance of consistency and communication; and (c) the complexities of acknowledging the dual roles and responsibilities held by demonstration classroom teachers.  Demonstration classroom professional development programs may hold the potential to enhance teachers’ knowledge and skills.  However, this study found that effective implementation of such programs requires skilled administrative collaboration and coordination.

Keywords: educational administration, demonstration classroom professional development programs, implementation

 

Author Biography

Tiffany Gallagher, Brock University
Tiffany L. Gallagher is a member in the Department of Teacher Education in the Faculty of Education at Brock University. She teaches courses in educational psychology and assessment and evaluation. Tiffany's current research interests include literacy assessment, reading and writing strategy instruction, the role of the special education teacher, teachers with learning disabilities and post-secondary education for persons with disabilities. Tiffany’s website is http://www.ed.brocku.ca/~tgallagh/ and she can be reached at: Tiffany.Gallagher@brocku.ca
Published
2013-01-14
Section
Articles