Multiage
Professional Development Program
A professional development program for teachers and other school staff is essential when planning and implementing multiage practices. The Kentucky Department of Education developed a statewide professional development program, and the South Haven (Michigan) Public Schools developed a districtwide professional development program.
In Kentucky, according to Privett (1996), schools adopted a pyramidal professional development program to implement multiage practices for the Kentucky Primary Program. The training occurred in three phases. Teachers first received training in developmentally appropriate practices, authentic assessment, and qualitative reporting methods; training was begun in these areas because they are the basis of multiage teaching. Next, teachers were trained in positive family involvement and professional teamwork techniques; this training was necessary to create a supportive atmosphere and build a team mentality. Third, teachers received training in multiage education and continuous development, neither of which could be successful without the knowledge base in the other areas of training. As a continuation of this professional development, teachers visited quality multiage programs in successful schools.
In South Haven, Michigan, the public school district made a commitment to incorporate multiage programs, inclusion, technology, and interdisciplinary instructional strategies into the educational system and to provide relevant professional development for school staff. The staff development plan for 1997-1998 included training for educators in multiple intelligences and learning styles, cognitive coaching and team building, assessment in advanced mastery learning and continuous progress, process writing, integrated curriculum and block scheduling (with an emphasis on interdisciplinary lessons and thematic units), and computer training.
