These three components, staff development, evaluation, and supervision, when integrated in the right proportions, get results. A close working relationship between teacher and supervisor necessitates a structured evaluation and supervision program. The teacher who gets help usually gets results. The goal, of course, is to achieve defined staff development results directed toward improved instruction and student performance. Staff development is much more than satisfying a certain number of workshop hours each school year or meeting the staff development requirements for accreditation.
Results are the purpose of results-driven staff development.
For staff development to function as it should, the evaluation and supervision programs must be closely tied to staff development. As previously mentioned, the school's evaluation and supervision programs must reinforce staff development initiatives. There is no other way for staff development to work effectively. The staff developer, normally the principal, needs to consider the results-driven concept of staff development when professional development sessions, workshops, and in service programs are planned. Teachers are professional adult learners, and as adults and professionals, they appreciate new ideas and ways of doing things.