Description of Kansas City Public Library continuing education program. (KP)

Argues that the emphasis of staff development programs should be on inservice education rather than inservice training and that an effective staff development program must include leadership training for administrative personnel. (JG)

A study was made of 17 successful "professional assisters" to examine patterns of successful assistance and to convert that understanding of effective behaviors into training materials to support staff development activities. Training modules were created to address skill clusters for which practical materials were needed. (MT)

A Reading and Writing Across the Curriculum project is used to demonstrate the kinds of support a staff developer needs from the school district. These include financial support for various expenses as well as support in the form of reinforcement and idea sharing. (Author/MT)

The authors discuss advantages of self-directed learning as a part of the workplace training process. They describe how to plan and implement a self-directed learning program, covering staffing and resources, preliminary work, and general guidelines. (CH)

Discusses the need to include teachers in the development of educational reform. (MD)

The article describes a facilitative rather than supervisory administrative approach to encourage teachers' creative efforts as they encourage children's creativity. Practices that inhibit creativity are described, and recommendations for administrative support are noted. (Author/DB)

Advocates restoring vision of early outdoor education leaders for the welfare of children and the strengthening of society through enlightened policy of recruitment, sensitive appraisal of camp activities, and realistic staff training programs. Details purposes and activities to include in 15-25 hour staff field training model. (NEC)

Describes the philosophy of treatment developed at Brookside Young People's Unit, a second- or third-tier treatment unit for disturbed adolescents. Working as a team, staying with the problem, attending to staff concern, and providing total patient care are discussed. (Author/NB)

The principal of an Indiana high school relates how he involved staff in the development of a writing program (Project Write) through the use of "skills models." Includes references. (MD)

Consists of an annotated bibliography of selected recent publications in the area of career education. Includes some discussion on accessing the materials. (CH)

To benefit fully from the consultants and guest lecturers hired to conduct inservice training for teachers, the McDowell County schools (North Carolina) cultivate a "red carpet" treatment policy for such visitors. Success depends on good two-way communication, efficient hospitality arrangements, administrative presence at workshops, and an…

Direct care staff were taught via picture programs to transfer nonambulatory, severely mentally retarded men between their beds and wheelchairs. The still color photographs illustrated procedures and the addition of study guide questions increased the program's effectiveness. (Author/DB)

The author discusses the use of racial awareness training in staff development programs. He describes the four types of racism: (1) overt institutional, (2) overt personal, (3) covert institutional, and (4) covert personal. He calls for better trainers and training programs. (CH)

Research suggests that current methods of obtaining and training substitute teachers benefit neither substitutes nor students. A staff development program that is continuous, addresses substitute teachers' expressed needs, creates lines of communication, and provides continuously accessible resources is needed. Includes three references. (MLH)