Proposes six strategies for planning staff development programs. They should (1) be participatory, (2) be situation-specific, (3) be flexible, (4) mitigate status differences between teachers and administrators, (5) depend upon insiders for guidance, and (6) be planned with an understanding of the influence of the context upon the program. (JOW)

Transition training helps people examine their responses to change, to develop productive responses, attitudes, values, emotions, perceptions, beliefs, and behaviors, and to relate to change. Cultural transition training is needed when the organization changes; personal transition training is needed when people change roles within an organization.…

Offers 10 guidelines for effective community mental health education concerning communication with students, organization of material, group dynamics, teacher responsibility, preparation for classes, flexibility, constructive criticism and encouragement. (WAS)

Brainstorming is a useful tool for problem solving and also to help employees develop, to establish policy, to improve communication, and to determine new business activities. (JOW)

Results indicated that behavior training strategies used with developmentally disabled people were used nearly twice as often by staff identified as competent as by staff selected at random. Written behavior management programs tended to be used to decrease undersirable behaviors more often than to strengthen adaptive skills. (Author/CL)

Balancing theory, administration, and practice, Newport News (Virginia) public schools achieved a smooth transition to middle school organization. (Author)

Discusses management development, technical training, and increased productivity throughout the world and indicates that the problems and challenges to be faced are similar. Specifically mentions training in Mexico, Japan, Australia, India, Africa, the Far East, the Middle East, South Africa, and the United Kingdom. (JOW)

The utilization of consultation in career education staff development is examined, and the relationship between consultation, staff development, and career education is explored. Then, four models of consultation are examined with particular reference to career education staff development, and suggestions are provided for the utilization of…

A three-year project to train Michigan vision consultants regarding new role responsibilities and skills began with a needs assessment and a conference on change and the means for producing change. Future activities will center on developing administrative skills and increasing knowledge of the educational needs of visually handicapped pupils. (CL)

Guidance for guidance counselors who want to take full advantage of the many resources and opportunities available for self-directed professional growth. Lists ideas, questions to be answered, and rewards to be won. (Editor)

Describes a system in which each issue of a high school newspaper is critiqued by the former faculty adviser on the day it is published and is then discussed in a session involving staff members and the former and current advisers. (GT)

The Personal Development Plan is a process through which individuals take responsibility for planning their training and development. The process involves assessing one's life as a whole, including expectations, ambitions, job skills, home and personal life, and the wider community. (SK)

The second in a five-part series of case studies on enterprise-wide electronic learning explores how the U.S. Internal Revenue Service is developing a system for 110,000 employees, planning to move its training system from 17% e-learning currently to 70% by 2007. Ways in which organizational culture is changing as a result are discussed. (SK)

Asserts that the self-contained classroom is inherently flawed; lost opportunities for growth of students and teachers are associated with solo-delivered staff development programs. Presents characteristics related to successful team trainers. (JOW)

Competency-based staff development is an approach to instructor preparation in which the teacher must demonstrate essential tasks in an actual teaching situation. (JOW)