that all of your faculty will be involved, those who attend this program will receive the
most benefit. They are highly motivated to learn about technology as indicated by their
willingness to spend their own precious time learning new information. The mandatory vs.
voluntary decision is not one that needs to be the same throughout your whole program. It
might start with a mandatory introductory session to pique your faculty's interest. This
may then be followed by a mandatory event that will allow faculty member to make choices
about what they wish to attend. Having found specific areas of interest, a voluntary
program will probably have a greater attendance because those who are not typically
interested in technology have been exposed to new ideas through the earlier mandatory
programs.

Compensation vs. No Compensation
Compensation is a critical issue when it comes to staff development. It is a two-sided
issue.(Editor: Don't like this last sentence- HELP!) On one side, Dolan says, "To
keep people truly motivated over the long-term, you must look for the
intrinsic motivators." As with staff members who voluntarily attend staff
development, those who do it without compensation tend have an extremely high
motivation level because they are satisfying receiving internal rewards. On the other side,
however, providing employees compensation for involving themselves in staff
development programs identifies the level of importance that the administration places upon
the effort. Although compensation often means an increase in pay, it is not necessarily tied
to monetary reward. Here are a few options for compensating your employees for learning
about technology.

Money - Even if your annual district/school budget doesn't provide any extra money for
compensating faculty for educating themselves, there are often state or federal
funds available for school improvement. Expanding your staff's knowledge in
using technology in the educational process can definitely be a form of school
improvement and be funded through these sources. Lee County school district
in Ft. Myers, Florida, decided to dedicate 50% of the state provided technology
grant money for staff development (Florida requires schools to dedicate 30% of
their grant money to staff development). The district instructed over 2,000
personnel in using technology. As well as paying the instructors for the
courses $20/hour, after the attendees had completed a 30-hour class, they
received a $200 stipend as well as a $100 stipend for software to use in their
classrooms.
Credit - A popular method for providing indirect financial support for faculty wishing to
improve their technology skills is to grant credit towards advancement
on the district's salary schedule for taking these professional
development courses. Obtaining these professional course credits can move
teachers across on the salary schedule and this translates into a higher income.
Computers - Receiving a computer for completing a staff development program is an
incredible incentive. Lake Park High School district 108 in suburban Chicago
decided to provide teachers with the object of their study. By committing to a
voluntary 70-hour program, faculty received a basic computer valued at $1550
(they could receive a more advanced system by paying through payroll
deductions). This approach led 95% of certified and 85% of classified staff to
be enthusiastic participants in their staff development process.

During School Hours vs. Outside School Hours
When staff development is provided during school hours, monetary compensation is a
moot point. The greatest problem is releasing the teachers from their teaching duties. The
easiest way to do this is to dedicate faculty in-service days or early release days to
technology inservicing. Providing development opportunities during the regular school
day often requires more scheduling creativity. At Crestview School in suburban Winnipeg,
Canada, teachers pair up to cover one another's classes and even the principal supervises
an occasional class to allow teachers to attend technology workshops. In Monterey,
California, the district employs "Technology Super Subs" who are provided with special
technology units designed to accommodate multiple classes simultaneously to allow a
complete grade level of teachers to be released for technology staff development.