The Teacher Education Accreditation Council's (TEAC's) "Guide to Accreditation" is primarily for the faculty, staff, and administrators of TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Program personnel should understand and accept all the components of the TEAC accreditation process…

The purpose of the DESK (Developing English Skills and Knowledge) Program at Louisiana State University (LSU) is to help deaf and hard of hearing students make a smooth transition from high school to postsecondary institutions and, in doing so, to ensure their academic and professional success. This handbook documents, in a "how-to"…

Offers suggestions for planning writing across the curriculum workshops for faculty, focusing on participants' roles, participant recruitment, workshop logistics (e.g., location, scheduling, choice of facilitator), program content, and follow-up activities. (DMM)

Project Equity was a one-year project, funded by the Women's Educational Equity Act Program of the Department of Education, to enable the Saint Louis (Missouri) Public Schools to develop, test, and disseminate a curriculum on sex equity issues and laws. Designed to be integrated with law-related education programs in grades six through eight, the…

Designed for use by those who intend to improve the Comprehensive Employment and Training Act (CETA)-adult education linkage through staff development activities, this guide includes a description of CETA purposes, adult education programs, educational linkages, staff development considerations, and support material. The CETA-adult education…

Describes a one-day Exemplary Writers' Workshop designed to recognize the writing products of secondary students. Lists workshop goals: providing students with opportunities to interact with professional writers; letting students interact with higher education faculty; and providing students with information about becoming a published writer. (RS)

Describes the history of Pennsylvania State University's "Speech Communication Teacher Workshop Program," an in-service program for classroom teachers that has provided hundreds of workshops and credit courses in communication content and methods. Provides a perspective on the relationship between communication and instruction. (SR)

Presents the outline and rationale for a three-hour workshop on learning styles designed for use with teachers, counselors, and administrators. (SR)

Describes the rigors of the certification process through the National Board for Professional Teaching Standards. Describes how a collaborative team of teacher education faculty and national-board certified teachers led a year-long program of support for candidates for national-board certification, mentoring nearly 100 teachers in a three-year…

This paper explains Bradley University's (Peoria, Illinois) neophyte Writing across the Curriculum Program, which has been in existence since December of 1997. Noting that the Program started with no outside money and with just a dream of developing undergraduate students' fluencies in their writing, the paper states that the goal was to encourage…

The article is designed to help educational agencies cope with the problems encountered in deciding on the structure and content of inservice programs on the topic of mainstreaming. The expressed concerns of over 300 regular and special educators are translated into several organized methods for presentation. (Author/PHR)

Describes the New Jersey Writing Project, a total immersion in writing, theory, and practices offered as two three-credit summer courses at Rutgers University. Suggests that the power and authority people gain from writing workshops is so dramatic that once teachers have experienced it they have no choice but to learn to use workshops in their own…

This manual is intended to assist facilitators helping educational organizations plan and implement the School Planning, Evaluation, and Communication System (SPECS). The first section describes each component of SPECS and includes information about documents and data necessary for implementing the system. Section Two provides actual activities to…

A discussion between the leaders of four teacher centers is presented. Participants came from Philadelphia, Chicago, Detroit, and Burlington (Wisconsin). The Detroit and Philadelphia centers are school-district supported, serving teachers in multiracial, low-income schools throughout the cities. The Chicago and Burlington centers are independent,…

This report describes a three-year project designed to: (1) examine the ways in which teacher evaluation portfolios and teaching portfolios overlap, (2) develop an innovative and practical teaching and evaluation portfolio protocol, and (3) disseminate the results to other postsecondary institutions. Ten faculty from Augsburg College (Minnesota)…