Describes a successful teacher inservice program based on the following elements: (1) a partnership among school and community personnel, (2) strong administrative leadership, (3) participant ownership and involvement, (4) quality trainers, and (5) evaluation and follow up. (FL)

Research indicates that teachers have different job skills, knowledge, behavior, and attitudes at different points in their careers. As their needs, goals, and experiences change, different staff development activities are required. Tables show stages in teachers' careers and corresponding strategies for supervision. (PP)

A Macomb County, Michigan, school district trained a cadre of local teachers to lead stress reduction workshops at individual schools. The program's effects at several schools are described, along with suggestions for using the "training of trainers" approach with other topics in education. (PP)

Generic workshop processes which lead to successful teacher training and enhance skills and concepts for global education are outlined. The processes, used in the Bay Area Global Education Program, include: (1) setting clear objectives; (2) developing teamwork; (3) supporting and encouraging post-workshop follow-up; and (4) listing additional…

Discusses a study on the development of adult education in industry. Concludes that the impact of technological development on the development of working life adult education is not as great as it has often been said to be. (JOW)

Goals for the development of building level staff development in the Greenwich, Connecticut evaluation model include: (1) evaluating information sharing; (2) evaluating staff interests and concerns; (3) evaluating the acquisition of new skills, techniques, and strategies; and (4) evaluating the sense of community and commitment among staff in the…

Plattsburgh State University's six-point program for mastering adversity is presented as a model for others. The six points include: a clear mission, an administrative organization designed for managing resources, a realistic enrollment plan, reallocation of internal resources, a staff development program, and an effective governance system. (MLW)

Describes a British government study of self-evaluation procedures used by local educational authorities. A survey of self-evaluation policies in 104 school districts revealed a variety of approaches. Findings indicate a need to further define the evaluations' objectives, increase teacher participation, and increase staff development training. (AM)

Examines the library short course orientation program for support staff, primarily secretaries, administrative assistants and researchers, teaching and laboratory assistants, at the University of Victoria; summarizes course evaluations, and poses suggestions for program improvement. (CWM)

Reviews Catholic school provisions for the education of blind and visually handicapped students and considers what more needs to be done to fully implement the Pastoral Statement of the Bishops on Handicapped People (1978). Suggests a vision consultant to coordinate services and provide staff development. (SJL)

Describes a study of community college staff development objectives and activities. Survey responses from 687 (of 1,315) academic deans revealed that program goals most frequently related to full-time faculty and that the most highly rated and used activities were faculty travel and grant programs. Presents methodology, results, recommendations,…

Psychoeducation is presented as a philosophy and a series of skills which allied health practitioners and educators can use to improve the preventive care and positive health enhancement aspects of their professional practice. An organized approach to the extensive literature in psychoeducation is outlined. (Author)

The use of a peer counselor in a staff support position in the student financial aid office at Wesleyan University is discussed. An academic credit course taught by the Director of Financial Aid was organized. Peer counselors must be selected, trained, and given responsibilities normally assigned to professionals. (MLW)

The success of competency based vocational education (CBVE) implementation depends upon commitment of staff and administration, visits to institutions with existing programs, and staff development and materials adaptation. (JOW)

The author states that the classical authoritarian organizational model and managerial style are being replaced by participative and matrix forms of corporate activity. He focuses on setting tomorrow's norms in human resource development. (CT)