This issue of "Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers. It contains the following articles: (1) An Excerpt from "Taking the Lead" (Joellen Killion and Cindy Harrison); (2) Be Like a Virus and Connect (Bill Ferriter); (3) No. 1 Resource Has a Human Face (Joellen Killion); (4) With This…

Hiring new teachers and continuing their professional growth so that they remain in the profession and become effective teachers have been a challenge for decades. Research suggests that induction programs can achieve these outcomes if they are highly structured, include mentoring, focus on professional learning, and emphasize collaboration that…

Presented in a question and answer format, the paper examines ways to provide resource services to handicapped children within the regular preschool or kindergarten class. Benefits (such as the presence of appropriate role models and increased acceptance of individual differences) of resource services in the regular classroom for both the special…

The paper charts the development of a gifted program for secondary students in Pointe Claire, Quebec. The program featured an unstructured learning environment maximizing student choices, a resource teacher and facility, and learning experiences outside of school. Selection criteria are explained and a sample behavior rating scale is appended.…

THREE DIFFERENT APPROACHES TO INSERVICE EDUCATION WERE DESCRIBED THAT HAD BEEN DEVELOPED TO PROVIDE INDIVIDUAL TRAINING IN GROUP SESSIONS. EACH APPROACH INCLUDED A CAREFULLY PLANNED SEQUENCE OF LEARNING ACTIVITIES INTENDED TO BE PRESENTED WITHIN THE ORGANIZATIONAL CONTEXT OF THE PERSON'S WORK. SUMMER COURSES AND SUMMER WORKSHOPS WERE NOT INCLUDED…

Successful integration of hearing impaired students on the secondary level requires that the resource teacher provide supportive help to the students and the classroom teacher. Functions of the resource teacher include acting as an academic tutor to students already equipped with basic academic skills, pre-teaching courses to students lacking…

Described is a short term resource program to help emotionally disturbed children achieve acceptable classroom behavior. It is explained that cooperation between the regular teacher and the resource teacher is achieved through flexible scheduling, use of assignments from the regular teacher in the resource situation, and various feedback…

Investigated teacher responses to consultant's efforts to foster either a collaborative or an expert consultation relationship via a quasi-experimental study. Eight teachers were exposed to a collaborative approach, and seven to an expert. Teacher satisfaction with consultation and the extent of their implementation of the recommendations were the…

Learning disabled (LD) students (N=412) from grades one to six generally received more negative ratings from their special education resource teachers and their regular education mainstream teachers on task orientation, adaptability, and reactivity. Results of multiple-regression policy-capturing analyses were interpreted to mean that temperament…

Problems with applying the career education model to students with learning disabilities or any type of disability are noted and similarities in curriculum development theory are charted. The role of the resource room teacher in a career education model is noted. (CL)

Resource teachers can bridge the gap between themselves and music educators who work with learning disabled children by discussing schedules and goals with the music teachers and apprising them of students' learning strengths and weaknesses which are applicable to music education. (Author/MC)

In a question and answer interview, a social studies consultant gives assistance to teachers. (GB)