Guidelines are provided for developing educational programs for cooperating teachers, or other teachers who work with beginning teachers. The guidelines have eight essential components which can be categorized as procedural, substantive, or knowledge components. (IAH)

A survey of 800 public school educators in New Hampshire revealed inconsistencies between staff development goals and practices. While teachers and administrators agreed on program goals, they disagreed on how effectively staff development projects meet individual needs. Differences between inservice activities and staff development activities…

Attitudes of teachers regarding inservice and staff development focused on gifted/talented students range from negative to hostile. Research and programs which encourage the development of effective inservice and staff development and which motivate teachers to be receptive and positive about developing skills to identify and teach gifted students…

The purposes and potentials of teacher centers are discussed. (JD)

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)

The article outlines the process used in Oregon to initiate a Comprehensive System of Personnel Development (CSPD) in special education. Factors contributing to the CSPD success include extensive involvement of a wide array of people in the process, clear responsibility outlines, and workable size of the cooperative personnel planning council. (CL)

The position paper developed by the National Joint Committee on Learning Disabilities stresses the need for systematic inservice programs for service providers. Deterrents cited to quality inservice programs include lack of planning and program availability. It is explained that the committee's recommendations were made after reviewing model…

The concept of mentoring is defined in its classical, historical and current contexts. These definitions are critiqued and a new, far-reaching definition is offered. Five functions of mentoring are described and the roles within each function are discussed. (JL)

Proposes the use of an adaptive inservice model, which describes the mechanisms by which educational change and professional growth occur. Argues that to implement effective inservice programs based on the adaptive model, the program must be systematic, long-term, and guided by a common set of goals and expectations. (FL)

Based on 10 years of doing inservice programs and other presentations in schools, the author offers several suggestions for giving an inservice presentation. (HOD)

Describes Foxfire, a philosophy of education firmly grounded in principles of democratic, experiential education. Discusses how many who attempted to adopt the approach of the Foxfire books without its founding principles obtained traditional, teacher-oriented results. Describes Foxfire's educational practices and major aspects of the staff's work…

Research and literature on educational change, teacher effectiveness and leadership are reviewed to provide a context for describing teacher-leader programs. Qualities of effective leadership are discussed. Suggestions for developing and reviewing teacher leader programs are given. (JL)

Outlines criteria for system of professional teacher development/retraining: provides for system/individual needs; includes retraining and ongoing development; is cooperative, integrated, accessible; uses principles of adult education; incorporates teacher involvement; and addresses real classroom needs. Considers obstacles of money, skills,…

Describes the development and operation of the MIT Technical Writing Cooperative, a means of writing across the curriculum that has been used for more than 25 years. (FL)

Offers suggestions for improving the relationship between teacher training institutes and the schools in which they place student teachers. (FL)