An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…

Despite considerable focus on school-development planning and cooperative-management forms in (British) primary schools, little effort has been made to link curriculum, staff, and school-development concerns through the work of curriculum coordinators. A recent survey shows that curriculum coordinators are confined to consultant roles. This…

An elementary school art teacher with 25 years' experience with the Fairfax County (Virginia) Public Schools praises her district's nationally recognized program. She attributes success to several factors: a written curriculum for grades K-6, a strategies document for implementing the curriculum, a strong staff development component, collaboration…

Discusses the development, organization, activities, problems, and future of a staff education consortium of five medical center hospitals in Boston. The purposes of the consortium are mutual sharing, reduction in duplication, and cost containment of educational programing. (JOW)

Describes an interdistrict network developed by the Metropolitan Teaching Effectiveness Cadre program that provides training in effective intsruction and supervision for 22 Kansas and Missouri school districts. (MD)

A partnership between Honeywell and a Minnesota school district benefited both organizations through shared resources and provision of staff development programs. Details on how this collaborative project was designed and implemented are discussed. (DF)

The growth of in-house training and education programs of employers in both the public and private sector is discussed with a focus on supervisory and managerial personnel in large corporations. Effective dialog and cooperation between the corporate sector and the education sector are needed. (MLW)

Describes a cooperative program designed to bring together faculty members and housing professionals who want to work with each other. Programs should include advantages for both staff and faculty members as well as students. The interdepartmental relationship is more important than programs resulting from the relationships. (Author/BEF)

Ruskin College and Oxford City Council collaborated on a course to develop council employees' skills and confidence in 12 2-hour sessions in workplaces and a residential weekend at the college. The brevity and dual locations prompted a change to five full days entirely at the college. (SK)

Describes an Illinois elementary principal's efforts to work with teachers to reshape her school's culture, curriculum, and organization into a model stressing collegiality and greater teacher involvement. A staff development calendar and action plan are presented to illustrate the patchwork quilting analogy. (four references) (MLH)

Outlines a "twinning" program for staff development, involving collaboration between lecturers from the University of Glamorgan in Wales and the Bath College of Higher Education, England. Addresses the theme of professional development for academic staff, and reviews twinning experiences through an application of communication models to…

Describes a collaborative effort between one school district of the Boston (MA) Public Schools and two Boston higher education institutions to create an innovative program of public early childhood education for 55 three-, four-, and five-year olds. The program attempts to improve educational services, teacher training and research opportunities.…

Discusses recent successes with innovative training program for staff working with chronically mentally ill. Describes program development, program structure, program content, and funding issues. Emphasizes value of collaboration between academia and mental health service agencies. (Author/TES)

An urban Louisiana school system successfully graduated 23 adult dropouts, awarding them real high school diplomas, thanks to the collaborative efforts of various social service agencies, intensive staff development, and sensitivity to students' economic and affective needs. Although schools cannot solve all the personal problems confronting the…

Provides an example of staff and undergraduate student development through collaborative writing within a discipline. The "writing to learn" initiative involved staff developers working alongside academic staff and students within subject tutorials, which placed the developer at the nexus of both staff and student development and facilitated an…