The purpose of this essay is to describe quality teacher induction that has evolved from "fourth-wave" (1997-2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined. Understandings gained from fourth-wave programs are described, including ways…

In this article, authors Deborah Helsing, Annie Howell, Robert Kegan, and Lisa Lahey argue that today's educational leaders face a host of complex demands as they strive to implement lasting, meaningful change in their school environments. As these demands often require a level of personal development many adults may not yet have, there is a need…

Presents eight teachers' accounts of professional growth activities designed to empower teachers to make choices for professional renewal according to their individual needs and interests. (RS)

Discusses the need for staff development and teacher preparation specific to correctional educators and describes the efforts of the Correctional Education Association to provide training through video teleconferencing and workshops. Describes current correctional education programs in the United States. (JOW)

Discusses what board certification through the National Board for Professional Teaching Standards entails for middle school teachers. Describes the certification areas, provides a rationale for seeking certification, describes components of the certification process, and discusses the impact of certification related to credibility and support of…

Outlines the history and services offered by the College of Preceptors in Great Britain, especially with regard to their notable expertise in the field of international inservice training activities for teachers. (HB)

Makes a case for more developmental activities for principals, lists characteristics of ideal programs, identifies important competencies for which principals have indicated training needs, and reviews ways to overcome problems involved. (JM)

Examines the role played by experience in the preparation of community college leaders, focusing on a management development program at the Dallas Community College District. Describes important learning experiences for emerging leaders, and experiential principles that culminate in the cultivation of leadership skills. Discusses mentoring…

The need for the systemic development of principals, vice-principals, and administrators in central offices is discussed. This paper is intended to inform and inspire decision makers to plan, implement, and continuously revise systemic professional development activities for school administrators. Leadership is a skill that can be nurtured and…

Acknowledges that child care teachers work in a climate of low pay, over work, and poor working conditions and suggests several ways a director can support and nurture teachers, for example, by serving as a mentor. (BB)

Discusses the benefits of a faculty fellowship with a public relations firm in terms of extra help for the sponsoring organization and improved knowledge and skills for the participating faculty. (HTH)

In three articles, presents arguments pertaining to rehabilitation counselor training. The first article advocates an undergraduate major as the requirement for first-line professionals. The second article promotes the need for graduate study. The third article stresses the need for continuing education beyond the graduate level. (RC)

Discusses changes in the professional development opportunities available to Montessori practitioners. Contains brief descriptions of inservice programs of the North American Montessori Teachers' Association and the Montessori Teacher Education Collaborative, including a teacher induction program, the Montessori Academy, a program for developing…

Explores the need for digital literacy among teachers and its challenges. Discusses how professional development activities in technology may strengthen digital literacy among K-12 teachers. Offers an illustration of three effective professional development models that have successfully helped teachers integrate technology into the curriculum. (SR)

Responses from six engineering professors to a previous article about teaching engineering ethics are presented. Programs at several schools are described. The need to teach ethics to engineering students is reinforced. (CW)