This study evaluated a program that was designed to empower staff members form nonprofit organizations to design evaluations that help further their organizational mission, addressing the needs of their clients more effectively and efficiently. In 2001-200, the program was offered in five bimonthly, 2-day sessions. Twenty participants from 10…

Professional development from the school system's point of view is a planned, comprehensive, and systemic program designed by a school system to improve all school personnel's ability to design, implement, and assess productive change in each individual and in the school organization. This booklet provides an overview of and strategies to…

This program was developed and implemented to identify, inservice and coach elementary art teachers who did not have pre or post graduate discipline based art education (DBAE) training. The reason this training was important is because the district has written and adopted a kindergarten through twelfth grade DBAE art curriculum. The objectives for…

A companion report provided a summary of what was learned from surveys of principals and staff developers about the newly created position of staff developer in the middle schools of the San Diego City Schools, California. This study investigated the spring followup study that asked teachers what they thought about the new position and the work of…

Education Matters, with the agreement of the Edna Clark McConnell Foundation and two San Diego City, California, middle schools, has been studying the ways in which these two schools have been organizing professional development to improve teaching and learning in the context of San Diego's reform agenda. The Clark Foundation had awarded funds for…

Integrated adventure programs are those in which persons with and without disabilities participate together in planned adventure activities. A study sought to identify the leadership competencies necessary for leaders of integrated outdoor adventure programs and to measure the effectiveness of a staff training addressing one of these competencies.…

Reauthorization of ESEA through the No Child Left Behind Act (NCLB) of 2001 included provisions for qualified paraeducators. Section 1119(g) states that all paraprofessionals who are performing instructional duties and are funded with Title I funds, including all paraprofessionals performing instructional duties in a schoolwide building, must meet…

The corporate model for executive staff development is presented here to improve the middle range executive capacity needed to make a success of the new decentralized comprehensive school design. (Author/WM)

Article describes the planning and design of a part-time continuing education program for intermediate-level rural development staff, and presents reasons why a combination of more localized and individual teaching-learning media was chosen in preference to the national mass media. (Author)

Using behavior modification as an example of educational innovation, author shows that school systems are inherently unable to sustain innovation, in curriculum or methods, over a long period of time. (SP)

Collective bargaining can be used to provide more relevant and effective professional development of staff by emphasizing faculty competencies over activities. (RN)

The data suggest that T Groups may be valuable as a staff training method in correctional institutions--where the aim increasingly is positive rehabilitation. (Author)