Follow-Up Programs
and Support Activities
To ensure the successful implementation of teaching strategies and other school-improvement plans, professional development efforts often make use of follow-up programs and support activities. Follow-up programs usually consist of further in-service programs and seminars. Support activities can include peer coaching, mentoring, study groups, collegial support groups, and action research groups. Guskey (quoted in Asayesh, 1993) notes: "Consistent follow-up and support in staff development seem to be critical--even more important than the initial training" (p. 24).
Follow-up programs were an essential part of the Ohio Urban Leadership Academy, held in July 1995. The original seminar had four goals: to build a collective vision for systemic and school change, to establish school-based teams for continuous improvement, to create high-achieving learning environments, and to develop effective collaboration with parents and the community. Three follow-up programs were provided to the participants. The first follow-up, in November 1995, focused on problem solving and school improvement planning. The second follow-up, in February 1996, focused on using data to inform school improvement planning. The third follow-up, in April 1996, consisted of a separate meeting for each of the eight academy districts; each district addressed key planning issues that they had identified. These follow-up programs reinforced and built upon the topics discussed in the original seminar.
