Surveys show rates of sexual harassment and misogyny among students are high in U.S. secondary schools--yet most schools fail to deal with this problem. Many educators would like to intervene when they hear students use degrading or sexualized language about girls (or LGBTQ youth) or harass them, but don't know how to do so effectively. The…

Suppose that you read about a low-cost, evidence-based program that boosts overall school achievement by 11 percentile points while improving school climate, student behavior, and teacher satisfaction? You might be somewhat skeptical, but you'd likely be intrigued. Such an approach exists, writes school psychologist John E. Desrochers:…

Balancing theory, administration, and practice, Newport News (Virginia) public schools achieved a smooth transition to middle school organization. (Author)

The skills acquired in a Job-Alike Workshop can go a long way toward reducing the "I don't get no respect" syndrome compounded by high student/supervisor ratios. When support personnel learn student management strategies, their daily tasks are easier, and the positive effects are noticeable throughout the entire school. (MLH)

A North Carolina district that launched a differentiation program for gifted students discovered that all students benefit. Interested districts should start by offering staff development to a small, interested group of teachers; build on teachers' existing practices; target resources; and support teacher collaboration. (MLH)

Research in the neurobiological, behavioral, and social sciences has dramatically increased our capacity to provide effective intervention for economically disadvantaged children. According to Neuman, however, U.S. policymakers have made little use of this body of research to improve the prospects of children at risk. This article discusses seven…

Describes an innovative way for school districts to develop their own source of effective teachers to replace those who retire or leave. Norwalk-La Mirada School District (California) created a staff development plan using an exceptional principal, five "group leader" teachers, and a coordinator to train and certify excellent teachers…

Describes a Sonoma County (California) school district's peer coaching program designed to meet the needs of new, probationary, and experienced teachers. The program succeeded because participation was voluntary, the training empowered teachers and improved their coaching skills, and teachers continued to meet as a group and learn from each other.…

Outlines the characteristics and components of clinical supervision and presents 10 suggestions for implementing the process. (MD)

Hunter's "seven-step lesson plan" has been misinterpreted and misunderstood. The plan was developed to be used flexibly, through misinterpretation it has been used too rigidly. The seven steps would be better understood if conceived as "generic" instructional processes to be "considered" in every teaching situation.…

Whereas the laissez-faire approach merely tells each teacher to do what he or she thinks best, the principal moving toward empowerment charges a group of teachers with devising the best decision for all. A Maryland elementary school used the Teacher Expectations and Student Achievement staff development plan as a big step toward preparing teachers…

Describes a staff development project using a coaching model in which teachers team teach in the classroomn. In this model the teacher and the coach (a teaching peer) plan, execute, and evaluate performance in the class side by side. (MD)

Albuquerque schools developed an innovative program called "Support for Instructional Development" that includes a basic format of seminars, journals, and team teaching. Includes discussion of four principles the school system learned about the teacher's role in educational development. (MD)

Maryland's Staff Development Institute was a catalyst for the development of another principal skill development program. The program was founded by a group of principals who participated in the institute's program and felt the state needed more suppport for statewide networks and professional seminars to promote school development. (MD)

The Keystone Project in Fort Worth, Texas, offers teachers the skills necessary for collaboration in a four-week Lab School. Teachers return to their schools to assume either a formal role as a Cadre Trainer or an informal role as a Demonstration Teacher in promoting a supportive school climate. (MLF)