Presents a four-step process for staff members interested in designing their own mastery learning program. (Author/JM)

The battle for communication skills has already been won; the task ahead is to get teachers in the trenches to teach them, either in separate units or in their subject areas. Nine references are listed, and a list of resources for implementing instruction in speaking and listening is provided. (Author/DCS)

The goal of IMPACT II is to set up a system whereby teachers who have developed exemplary classroom programs can receive grants and join a network to disseminate their programs to interested teachers. An address is given for sending for information and the IMPACT II Handbook. (Author/DCS)

To serve all gifted students, we must broaden identification methods, develop more and varied types of programs, and provide comprehensive teacher training. (Author/TE)

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Studies comparing various models or processes of staff development are rare. While it is not possible to state conclusively that one inservice design is superior to another, we can put together the many pieces of research reviewed here to make some general recommendations about staff development…

Effective training, evaluation, and incentives are key aspects of this school system's six-level career ladder program for teacher development. The three-pronged committee structure for planning and communication and the program's ownership by everyone involved have been vital to its successful planning and development. (DCS)

The state of Connecticut has introduced a fourth-grade mastery test that assesses thinking skills. The test was developed cooperatively by the state's Department of Education, a testing corporation, and several cognitive psychologists; several alternative models of thinking were synthesized to produce a theoretical foundation for the test. (MCG)