The statement that "every teacher is a teacher of reading" is an ineffective cliche. However, cooperation among secondary school content and reading teachers can be achieved through establishing schoolwide reading teams, offering services and inservice education for content teachers, pairing reading and content teachers, publishing newsletters,…

Highlights the initial restructuring efforts begun by a Pennsylvania high school participating in the Coalition of Essential Schools. After several years of discussion, the staff undertook summer inservice training featuring a reading project, an ideal/reality exercise, a shadowing project, and a school visitation process. Choosing an…

To generate support and improve efficiency of school support staff, weekly workshops in one Florida school district addressed previously assessed needs among the staff. (JW)

What schools are doing by way of using their staffs more effectively in the instruction of youth is explored here as the author reports his findings in NASSP's exemplary program files. (Editor)

Provides a twofold plan for staff development and peer evaluation linking evaluation and training of teachers. This process enables teachers to have their professional needs met while treating them as individuals and improving classroom skills. Includes a classroom observation checklist and a teacher evaluation system form. (MD)

Outlines an innovative district-wide staff development program that improved morale, lessened the teacher burnout rate, and saved the district money. (MD)

The author presents a five-stage model for staff development used in a survey of professors and practitioners. The survey found that there is a disparity between what professors and practitioners believe is practiced and what is actually occurring in staff development. (MD)

Presents and explains how to use a checklist for helping principals determine the presence of effective elements in their schools' staff development programs. The checklist process involves testing such program factors as school commitment levels, needs assessment components, program development activities, program implementation and evaluation,…

Staff development activities should achieve both indirect outcomes (behavior changes of staff members) and direct outcomes (improvement in student achievement). This article describes how one junior high staff development program was initiated and carried out. (DS)

Describes a program now operating in a Pennsylvania school district to provide coaches with minimum competencies in athletic training and sports medicine. (JW)