Governments and other organizations that design, implement, or manage in-service teacher professional development (TPD) programs navigate many choices and challenges to build monitoring and evaluation (M&E) systems that suit their program objectives and constraints. The primary objective of a TPD M&E system is to help guide the program…

The purpose of this manual is to assist school leaders in beginning or developing the use of educational technology within their school or district. The manual covers topics: 1) advantages of educational technology; 2) types of technology used for learning and teaching; 3) how to make good decisions about the use of technology in schools; 4) the…

If you are looking for an organic approach to purpose-driven professional learning, this is the book for you. Award-winning educator Lois Brown Easton's latest work provides a compelling case study in narrative form, a chronological PLC planning outline, and first-hand "lessons learned" about how PLCs develop, mature, and sustain themselves. You…

In "Effective Literacy Coaching: Building Expertise and a Culture of Literacy," literacy experts Shari Frost, Roberta Buhle, and Camille Blachowicz provide more than 50 practical activities designed to help K-12 literacy professionals: (1) Assess the current literacy program; (2) Plan changes that will foster a culture of literacy; (3) Collaborate…

An inservice consultant describes procedures for assessing teacher needs through conferences, journals, self-rating scales, and observation. Consultation begins once the problem is identified and may include information sharing, team teaching, and child study groups. (CL)

The expectations of the Kentucky State Board of Education regarding a systematic plan for improving the professional performance of Kentucky public school system educational staff--nonacademic as well as academic--are set forth. A description of the plan is given. Methods for implementation of the Kentucky Plan into local school systems are…

Suggestions are made for developing a successful inservice course for credit. Advice is given for program coordinators, inservice councils, and instructors. Suggestions are also made for followup to ascertain if the competencies acquired during the course are being put to use in the classroom. (JD)

The paper surveys the planning necessary for effective inservice education for early childhood special education staff. A definition is offered, followed by an outline of general assumptions and guidelines. Next, a planning approach consisting of four interrelated phases is described: support and start-up, initial planning, program design, and…

A five-step process is outlined for planning successful inservice programs in special education: (1) needs assessment, (2) establishment of priorities, (3) selection of delivery strategy, (4) design of content and methods, and (5) evaluation. Sample planning records and forms are included. (CL)

An effective inservice program in special education identifies objectives, selects qualified staff, uses effective content delivery, uses the appropriate level of intensity, and evaluates inservice effectiveness. An example of an intensive inservice program that documented student progress illustrates the benefits of implementing a well-planned…

A dozen suggestions to improve school district inservice programs are made. (1) Bring a university program to the district; the teachers and administrators who participate will pay for it and earn college credits on their own time. (2) Be sure to provide some time for people to meet by grade level or subject area. (3) Use teachers as presenters…

The paper is designed to help managers of mainstreamed programs set up intensive staff training courses on mainstreaming. A brief analytic survey of the literature is followed by a discussion of practical applications of mainstreaming (including philosophy, curriculum, support services, and evaluation). The remainder of the paper reviews…

The manual provides suggestions for planning inservice teacher training. Basic foci of the booklet are explained to include examination of time distribution, room arrangement, audience participation, stimulation of audience interest, measurement of inservice effectiveness, and communication of inservice results. The manual is divided into…

In designing consultation programs for special education teachers, three factors must be considered: (1) characteristics of consultation; (2) practitioner needs of consultation information; and (3) specific consultation skills to include in the training sequence. (Author/CL)

Strategies are presented for overcoming three common inservice problems regarding mainstreaming: perceived need for inservice by educators and policymakers versus limited funding available; perceived need for inservice for mainstreaming versus competing community priorities; and stated need for inservice versus natural obstacles presented by staff…