Increasingly specialized demands are being placed upon teachers in the U.S. In this article ways the Federal Government could help teachers meet these demands are outlined. A new way of thinking about our schools' instructional program is suggested. (Author/GC)

This article describes the origins and symptoms of staff burn-out in child care jobs, and offers ten suggestions to help combat such burn-out. (CM)

Innovative programs need to address themselves to staff development and organizational change. Teachers need to be involved in continuing education and incorporation of educational personnel into new programs, and also in producing structural transformations in the system. Paper prepared for the Chicago, 1975 Convention of the American…

Describes a 1975 impact study designed to assess credit by examination as a vehicle for the professional development of a sample of 730 Florida teachers who took part in a 1972 College-Level Examination Program (CLEP) to determine the suitability of CLEP as an admission battery to undergraduate and graduate study in vocational education. (SH)

Argues that student employees need improved on-the-job training and more staff development opportunities. Describes the structured student employee training program at St. Louis Community College (SLCC) at Meramec, Missouri. Underscores the importance of employer support for the program and reviews results of the SLCC project. (DMM)

Night shift nursing home aides who received in-service training in behavior therapy designed and implemented intervention programs for two of their most difficult residents. Describes programs and their outcomes. Discusses use of staff members as agents of behavior change. (Author/NB)

Discusses five methods of teacher evaluation used by progressive districts: (1) evaluation is linked to research on effective teaching; (2) evaluators receive improved training; (3) administrators are accountable for conducting evaluations; (4) evaluation-identified teacher deficiencies are used to focus staff development; and (5) teachers…

Discusses the importance of writing instruction in the public schools and the role administrators can take to promote effective writing instruction. (JC)

Half of all 16,023 U.S. school districts are both small and rural. In a decade of nationwide reform, these "forgotten" school districts must fight for survival rather than substantive reform. Teachers in rural Indiana cannot rely on principals for instructional leadership nor on each other for professional enrichment. Includes four…

The role of demonstration teaching (DT) in pre-service and inservice teacher education is examined. DT's use in different programs, contribution to transfer of training, impact on acquisition of new teaching behaviors, and benefits and limitations; functions of demonstrations; and an instructional planning model for enhancing demonstration…

Discusses the need for administrators of library technical services to be leaders, if they are to cope effectively with changing technologies. The ability of leaders to effect change, apply critical thinking skills to problems, plan, and motivate staff is examined in terms of the development of technical services. (7 references) (CLB)

Includes a checklist of eight items that day care center administrators can use to determine whether their programs are providing the intended types of learning experiences and teacher-student interactions, and whether the staff is satisfied with the working environment. (SKC)

A California school district used the Hunter teaching model for a study to measure the effect of the model on teachers and students in two schools over a four-year period. Evaluation shows that student achievement and teacher behavior improved during the first three years then dropped during the fourth. (MD)

Suggests a collaboration between local high schools and community colleges in which educational objectives and equipment can be shared, and both staff development and college recruitment can be improved. (JC)

Reports on a study designed to focus on staff development delivery variables in the context of science teacher workshops. Data suggest that 8 to 16 hours is a minimum amount of time for staff development if teachers are to implement new strategies into their science classrooms. (TW)