Staff Development Programs

RELATIONSHIP IMPROVEMENT SKILLS
Supports the Professional Development Standards of the NJ Department of Education

The philosophy of education underlying theR.I.Sk program clearly and directly supports many of New Jersey's Professional Development Standards. It "enables classroom professionals to help students achieve the New Jersey Core Curriculum Content Standards" (1.2) by providing (a) concepts and models that can be used to help any member of the instructional educational services staff to function more effectively as a communicator, leader, and teambuilder and (b) related activities, teaching techniques, and strategies that can be used to teach any subject more interestingly and effectively.

R.I.Sk training "improves understanding of the social and emotional needs of each learner," "supports the intellectual, social, and personal development of each learner," and "establishes a [positive, productive] learning environment" by developing "appropriate teaching skills" based on recognizing and meeting the relationship needs of the individual and the group and providing templates for interaction "respecting--and utilizing--students' talents, abilities, and perspectives" (2; 2.2, 2.4).

The conceptual framework provided also promotes critical thinking (2.6) and supports "classroom management that maximizes learning" (2.7) by using positive peer pressure arising from heightened behavioral awareness to decrease disruptive or otherwise unproductive, antisocial behaviors and increase student participation, cooperation, and collaboration.

Based on developing the intra- and interpersonal, so-called "emotional intelligences" defined by Harvard educational theorist Howard Gardner and others as essential to full human development, this program reflects and applies the work of Gardner and others on multiple intelligences and learning styles. Enabling educators "to keep abreast of current educational research"(3.1.1), it also provides original concepts, models, and activities that are directly relevant to the work of both instructional staff and educational services staff members and gives participants practice in "integrating new understandings into content and instruction" (3.1.2)
 

                
The RELATIONSHIP IMPROVEMENT SKILLS program goes beyond "acknowledging and respecting the leadership capacity of educators"(3.3)--it "enhances their leadership skills"(3.4) by providing a new, course-based facilitative leadership model they can use to function more effectively in the classroom or any other group situation.

As mentioned above, this program "provides for integrating new learning into the curriculum and the classroom" (5) by empowering educators "to connect their learning to what they teach and to incorporate new concepts into practice" (5.1). Because the program is group-centered, emphasizing behaviors that promote continued communication and consensus-building, it definitely "encourages both the individual and collaborative talents of educators" (6.2).

 Through "a variety of models and approaches"(6.5) centering around forms of communication, group interactions, feedback, observation and analysis, and behavioral goal-setting, participants learn and practice 20 measurable behavioral skills that will enable them to improve any 1-to-1 or group relationship on the job, at home, or in the community. In this way, the program "enhances positive feelings of self-worth" and "fosters confidence" (6.3, 6.4) in participants.

The impact of the program on student learning is assessed via pre- and post-course surveys (7.1) and through self-assessment (7.2) in the form of a culminating review activity in which participants use what they have learned to profile their communication style in a school-based relationship and to set goals to improve it by changing the way they use facts, Opinions, and Feelings, responses to Opinions and Feelings, and Roles.

If a number of staff members in a school or district experience this program, they will share a common conceptual framework that values and facilitates collegial support and interaction (9.1) and can dramatically challenge and improve traditional roles and relationships among educators (9). Indeed, key concepts from this program can be integrated across the curriculum in every classroom and used to create "a school[-wide or district-wide] culture "(9) promoting "Relating with Respect and Responsibility.

TheR.I.Skprogram also can be used--and has been used--to assist educators in "establishing relationships and partnerships with parents and families"(12.1) and to create a positive, accepting environment in which educators "feel comfortable and confident working collaboratively with other educators, parents, business and community leaders" (12.3).