The processes of staff development, instructional supervision, and teacher evaluation complement and support each other. The connections between and among them are discussed. Recommendations for implementing an integrated system of instructional improvement are made. (Author/MT)

"Workparties," sponsored by the Teachers Centers' Exchange (Far West Laboratory), provide the time, support, resources, warmth, concreteness, and thought that productive meetings consist of. Descriptions of workparties planned for participants interested in staff development are provided. (CJ)

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

Explores leadership development from preservice preparation programs to renewal activities for veteran administrators. Staff development professionals offer examples of leadership development, such as the preparation of prospective principals, using mentors, promoting ownership in staff development, linking school districts with universities, and…

A model of the inservice training of classroom teachers for mainstreaming handicapped children is presented. The materials used in the program provide information about handicapping conditions as well as curriculum and behavior management styles. (JN)

Describes the methods and results of a major research effort which sought to identify and verify dimensions of educational leadership. Staff development implications are explored that could improve the effectiveness of educational leaders. (GLR)

Guidelines are given for training teachers to use computers, based on staff development experiences with the Hampshire (Massachusetts) Educational Collaborative's computer literacy program. Topics covered include training goals, course scheduling, staffing, participant needs, educational strategies, and evaluation. (PP)

Offers 20 guidelines that facilitators can use in planning effective workshops and staff development sessions. The guidelines take into account the diversity of individuals attending the workshops and ways in which to accommodate various learning styles. (GLR)

Outlines some of the ways urban conditions affect urban schools and the implications for urban focused staff development. It is argued that these conditions limit the effectiveness of traditional models and approaches to staff development, requiring staff developers to include in their focus broad, systematic changes. (GLR)

Distinguishes between training and facilitation, examines the belief system of a facilitator, and shares a process for moving from the familiar mind-set of the trainer to the zen (the practice of seeking the truth) of facilitation. (GLR)

Effective advocacy for staff development requires actions to develop support from in- and outside the school district. Advocacy involves vision, commitment, outreach, good planning, proof of program quality and effectiveness, alignment of staff development and school district goals, and understanding of client concerns. (SM)

Staff developers training teachers to use computers should design learning experiences that encourage teachers to reflect on the learning process itself. These reflections will help them understand how their students learn new material and solve problems. LOGO is a particularly appropriate tool for this purpose. (PP)

Procedures used by the Eugene (Oregon) Public Schools to train staff members as organizational development specialists are described. School employees volunteer time to work as internal consultants, using organizational management concepts to help colleagues in the school system improve their organizational capabilities, interact effectively,…

A case study of an organization development intervention in a large New York State school district describes to staff developers the complex process of discovering and responding to organizational needs. The discussion focuses on understanding the problem; frameworks for diagnosis and intervention; and implementing the intervention strategy.…

A Teacher Corps project conducted by the Edgewood Independent School District and Trinity University (San Antonio, Texas) is described. A classroom teacher at each participating school is trained to lead professional development activities at his or her school. Teacher involvement in designing professional development at each school is emphasized.…