Effective improvement of accreditation standards for teacher education institutions must deal with deeply rooted problems such as inadequate educational finance and staffing. (LH)

The role of college of education faculty in public school staff development is discussed. (JD)

The New England Program in Teacher Education model of inservice education is described. (MM)

College and university faculty are taking a new look at their role in in-service teacher education and staff development. Several considerations regarding perceptions and activities in this area are discussed. (JMF)

Question clusters related to staff development content delivery are used to develop programs that will result in more productive professional development. The questions determine the focus of programs, analyze the target audience, discuss the selection of delivery modes, and identify future directions. (JMF)

Proposals for extended teacher education programs are considered: (1) adding a year long internship to a four-year undergraduate program; (2) postponing professional training until a student has earned a B.A. or B.S.; and (3) requiring masters or doctoral degree programs in teaching for initial certification. (JN)

One of five articles on professional development schools in this theme issue. Describes the establishment of a professional development school reflecting Holmes Group principles by the University of Utah/Salt Lake City School District partnership. Discusses several dilemmas, including: didactic versus constructivist views of teaching and learning,…

A 25-year university-public school partnership produced 3 teacher development programs without cost to partners. The Teacher/Intern Exchange Program focuses on clinical faculty and beginning teachers. The Teacher Enhancement Program features experienced teacher renewal and support. The career Development Program addresses classroom education…