The purpose of this report is to provide formative and summative feedback to the Utah State Board of Education (USBE) regarding evidence of implementation and impact for the Interventions for Reading Difficulties Pilot Program. The report, while addressing the effects of the Interventions for Reading Difficulties Pilot Program, is also designed to…

This paper presents results from research and evaluation of the "Pilot Arizona Career Ladder Teacher Development and Incentive Program." The project, initiated by the State legislature, allows each local education agency to design its own plan. By 1989, the project will provide evidence for the legislature to make informed decisions…

An Early Childhood Education Institute was developed by the University of South Carolina and the South Carolina State Department of Education to provide meaningful development opportunities for teachers of young children. Strategies of the planning process and instruction design are discussed. (DF)

The Texas Education Agency has been developing materials to address issues related to the Professional Development Appraisal System (PDAS). The PDAS was developed under a legislative mandate to establish a fair and practical appraisal process that acknowledges and reinforces good teaching practices and quality professional development. An…

The Iowa Educational Excellence Act and its amendments provide for four types of Phase III programs: performance-based pay, supplemental pay, a combination of both, or comprehensive school transformation. In 1993, the Des Moines Phase III program, which originated as a combination of performance-based pay and supplemental pay, changed to a…

A project described and examined the status of secondary trade and industrial (T&I) education in Virginia and made recommendations to improve such programs. Statewide enrollment data were retrieved for the school years 1986-87 through 1992-93. Questionnaires gathered concerns and recommendations of public school personnel about T&I…

In October 1992, a task force on professional development was established to identify ways in which the Virginia Community College System (VCCS) could use professional development to enhance its educational programs and services. This report provides information on the development of the task force, discusses findings, and presents recommendations…

This document provides a framework for the development of sustained and coordinated activities to support Kentucky teachers in learning the new roles and ways of teaching envisioned in the Kentucky Educational Reform Act. The report begins with a discussion of the context of reform, which is seen as consisting of two realities: new expectations…

An overall strategy is reported for updating secondary and postsecondary vocational/technical teachers in the technologies of their teaching areas. It is designed for use by vocational educators and others who provide technological update: local school, institution, and district administrators and boards; teacher educators; vocational/technical…

These guidelines help professional development chairs, administrators, and teachers collaboratively plan for the ongoing skill development and content acquisition of staff members. Section 1, "Missions, Mandates, and Regulations for Professional Development," describes the mission of professional development as supporting teachers in…

The two major goals of the conference were to identify, prioritize, and address critical problem areas and needs in trade and industrial (T & I) education with major emphasis upon implications for personnel development, and to encourage participants to develop at least a rudimentary communications network. Participants gathered preconference data…