This special issue of a quarterly newsletter describes a number of approaches to staff development in adult basic education and English-as-a-Second-Language programs being practiced in New York City. It includes an editorial about the necessity of making the resource commitment to provide full-time jobs and decent health coverage for staff. "Collaborative Work Groups: A Strategy for Staff and Program Development" (Griswold) describes staff development experiences in three literacy programs in New York City and identifies essential elements. "Staff Development at the Riverside Adult Learning Center: An Interview with Phyllis Berman and Leslie Robbins" (Pleune) presents an integrated and comprehensive staff development model used in a program that has full- and part-time staff and operates at several sites. In "Reflections on the Literacy Assistance Center's ESOL Institute Follow-Up" (Freeman), an English for speakers of other languages (ESOL) institute and the follow-up plan for participants are described. "Professionalization of the Adult Literacy Work Force: A Practitioner's Review & Comments" (Brown) examines the Southport Institute for Policy Analysis report on professionalization and argues for all practitioners to support the infrastructure and resources necessary for the creation of an adult literacy profession. "Demonstration Classes at the City University of New York" (Meyers) shows how ESOL demonstration classes provide an opportunity for observation of teaching techniques, use of materials, and classroom management. "Teacher to Teacher: A Video Training Series" lists 12 titles in a video training series and provides ordering information. "The LAC Clearinghouse: It's More Than Just a Bunch of Books" (Rabideau) describes the Literacy Assistance Center's clearinghouse activities. A staff development questionnaire and a description of the Literacy Preparation Task Force conclude the document. (CML)