Staff development's brand is tarnished. Many of its consumers are not satisfied. Some are angry. Others are resigned to accepting professional development as it is because they lack the will or power or knowledge to change it. Educators respond in these ways because their staff development experiences are often shallow and do little to help them…

This article discusses how the author, together with his fellow teachers at Gilbert Public School District, effectively links professional development to teacher practice and student learning. With the help of the team at My Learning Plan Inc., a professional development management and evaluation system, they are taking initial steps to gauge the…

As difficult as the economy is at a personal level, school systems across the country are also struggling to find solutions to applying limited funds to seemingly unlimited challenges. Professional learning, as National Staff Development Council (NSDC) President Charles Mason says in his column, is often among the first things to be cut from a…

Practical strategies for school administrators will help ensure that coaches are able to work most effectively.

In this article, the author laments that too much of what goes on in schools are shaped by politicians who are more interested in winning elections than in winning good futures for children, who know that being tough but simplistic about "getting results" wins votes, whether or not it fosters learning. As such, the author calls on school leaders…

Never before has the need been so great for classroom teachers to become agents of change and position themselves as problem solvers at the school building level. Teachers are uniquely positioned to assume leadership roles on a variety of tasks that could transform schools from more traditional workplaces into professional learning communities.…

Educators involved in staff development share insights about changes in the field over 25 years, discussing staff development as a professional function, reflections from a founder of the National Staff Development Council, professional advances, staff development as a major force for educational change, and blending individual development with…

An evaluation of participation patterns at the Westchester Principals' Center (NY) is discussed. Fifteen principals were interviewed. Findings are presented on levels of participation in professional development activities; program preferences; and the impact of personal beliefs and values, prior experience, and district context. (IAH)

Identifies areas of knowledge principals need to guide staff development, focusing on qualities of principal-staff developers, and the principalship (programs to help train staff developers, and delegation of staff development roles). Recommendations include establishing district staff development programs and intervention for principals having…

A description is given of a doctoral program in staff development. The purpose of the program is to prepare professionals to become effective change agents. In order for professional staff developers to effect change and growth, they must fully understand the change processes. (JD)

Betty Dillon-Peterson, the director of staff development for the Lincoln (Nebraska) schools, relates key experiences which shaped her career and also her views about how staff developers can work effectively. She advocates design of a special course of study for staff developers. (PP)

A survey of staff development specialists found that, while a few individuals had formal training for their positions, most learned from informal mentors and role models. Shortcomings in their training are noted, and options for improving professional training are discussed. (PP)

"Workparties," sponsored by the Teachers Centers' Exchange (Far West Laboratory), provide the time, support, resources, warmth, concreteness, and thought that productive meetings consist of. Descriptions of workparties planned for participants interested in staff development are provided. (CJ)

Using the research on effective staff development, a rural Minnesota school district developed a grass-roots professional development program which featured opening-week workshops, training programs, mini-grants, a professional library,and a school effectiveness program. (JD)

Teachers can use professional development portfolios to facilitate learning and improve classroom practice. The article offers a history and description of professional development portfolios, sharing how teachers have used them and examining the influence of professional development portfolios on teachers as learners. Implications for staff…