Non-governmental organizations (NGOs) are being recognized globally for their influential role in realizing the UN Millennium Development Goal of education for all in developing countries. NGOs mostly employ untrained para-educators for grassroots activities. The professional development of these teachers is critical for NGO effectiveness, yet…

An in-service model for the career education staff is presented. The graphic presentation permits the sponsor to study the various components of the model and how they interrelate. The narrative section defines the various components and describes the importance of personnel, financial resources, facilities, and other support systems. (CT)

Proposes a comprehensive approach for continuing education for social workers. This ecological model takes into account critical staff participation at various levels as well as important phases of the staff development process. (JAC)

Discusses four decision-making models and applies them to the evaluation of staff development programs. (SR)

A model for staff development called "Staff Development/Organizational Development" (Wood/Thompson/Russell, 1981) describes a process for designing inservice that is systematic and comprehensive. The model was developed through an analysis and synthesis of the literature and research related to staff development. This paper briefly describes the…

The authors propose a model for statewide planning and dissemination in the Comprehensive System of Personnel Development process, as mandated in P.L. 94-142, the Education for All Handicapped Children Act. (CL)

Illustrates and describes a model for the development of individuals in a science department. Proposes the need for supplementary courses, meetings, and memberships in professional organizations. (MA)

Several in-service models are presented including a provision of services model, job maintenance model, personal development model, and three problem-solving models. (JMF)

The goal of this project was to provide a personnel development program for state department leaders from Alabama, Florida, Georgia, Mississippi, South Carolina, and Tennessee who hold first-line positions under state directors of vocational education. The inservice program, with seven project objectives, was developed in cooperation with the…

Teacher centers are examined in terms of their differences, their assumptions about teaching and staff development, and their possibilities as complements to other staff development activities. The question of who and what are seen as resources, the kind of assistance centers provide, and the issue of responsibility and control are discussed. (JMF)

The Cooperative Education Service Agency, Atlanta, Georgia, discussed in this article, focuses on making staff development activities not only available, but meaningful and relevant. (Author/CB)

Many school districts are acknowledging staff development's dismal record. Inservice programs traditionally operate on a deficit training model, promote awareness without classroom strategies, and are offered by traveling "experts." Teachers need time and opportunity to direct their own professional development program and "mess…

Although teacher inservice programs based on Madeline Hunter's Program for Effective Teaching (PET) have become very popular in U.S. schools, there is little evidence that the Hunter model ultimately results in increased student achievement. This longitudinal study attempts to evaluate the effects of Hunter-based staff development programs on…

Described is a vocational education model designed to increase cooperative effort for the improvement of vocational personnel. The introductory section discusses the need for a systematic approach to vocational personnel development in Florida, presents the goals of the system, and briefly summarizes the salient features of each component of the…