A partnership between Honeywell and a Minnesota school district benefited both organizations through shared resources and provision of staff development programs. Details on how this collaborative project was designed and implemented are discussed. (DF)

An already existing professional development structure composed of a steering committee on policy, curriculum coordinators, and building-level staff development associates enabled the Greenwich (Connecticut) Public Schools to plan and carry out staff development in computer literacy. Responsiveness and flexibility are key elements of the program.…

Describes how the California Professional Development Reform Initiative (CPDRI) developed a framework for professional learning. The final CPDRI document, Designs for Learning, is organized around 10 design elements which comprise a system for ongoing professional learning for teachers. Sidebars present: the California Standards for the Teaching…

This article describes a program, designed by the Brighton Central School District (NY), which utilizes recently retired teachers as mentors for newly hired teachers. Selection of retirees, program outcomes, and implications of this program for the school district are also discussed. (IAH)

Describes the long-range efforts to develop a comprehensive, multitiered multicultural education program in the Columbus (Ohio) Public School District. The article includes discussions on the philosophical framework underlying the program, staff development, curriculum changes, program planning and evaluation, course descriptions, and program…

The Lyons Township High School (Illinois) set out to achieve 100 percent computer literacy for its 3,800 students in one year. Objectives of the overall program for the students and the staff development activities for teachers are described. (PP)

Three sets of relationships between evaluation and staff development are identified: (1) evaluation for staff development in which data from evaluations suggest the program content; (2) evaluation of staff development in which evaluative activities become opportunities for problem solving; and (3) evaluation of staff development in which…

This article provides a rationale for new types of teacher induction programs, a description of an innovative small-group process that provides beginning teachers with peer support, and a brief summary of quantitative and qualitative results obtained from implementing support groups for novice teachers. (IAH)

Describes the philosophy supporting the model, the program objectives, activities, staffing and governance, and evaluation of a field-based program for professional development. The article suggests the implications for staff development and strategies for implementing the model. (GLR)

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)

Probably, no one "best" model for training teachers in computer literacy will emerge; consequently, staff developers should be familiar with various approaches and apply what they already know about effective staff development to this area. Questions are raised about program objectives, reallocation of resources, training methods, and long-term…

This article tells how teachers in the Denver (Colorado) Public Schools are trained in a district-wide computer literacy program. The program concentrates on counteracting teachers' fear of the machines by giving them hands-on practice. Program staffing and organization are described. (PP)

This article describes a training program that was developed to prepare teachers who were to work with students using a computer-based writing program called QUILL. Training methods, winning administrative support, and follow-up activities are discussed. (PP)

A model program, developed by the Institute for the Development of Educational Activities (/I/D/E/A), to prepare staff development specialists for school improvement projects is described. In this model, trainees experience the staff development processes they will be implementing in schools during their training.

Describes an on-site staff development program within one school district's secondary schools. The Secondary Instructional Specialist Program trains teachers to provide on-site assistance to other teachers. The assistance considers district, school, and teacher needs and goals. The paper includes recommendations for staff developers. (SM)