An understanding of adult learning principles will enable staff developers to select the most appropriate learning environment for participants. The purpose and sample activities of formal, informal, or non-formal learning environments are presented. (JD)

A description is given of the development and implementation of an inservice program, "Project Excel," which was designed in accordance with andragogical theory. This theory is based upon four major assumptions: (1) as people grow, they become increasingly self-directed; (2) as people grow, a reservoir of experiences which provide a…

Discusses the development of information technology (IT) in teachers' professional work and its development within organizations based on examples in the United Kingdom. Highlights include Project INTENT, to improve IT in teacher education; dimensions of professional development; personalized strategies for staff development; individual and group…

Striving to be learning organization, Imperial Oil of Canada focused on organizational, divisional, and individual capability development. Lessons learned include the following: (1) all levels of employees are potential professionals; (2) learning must be continuous; (3) intrinsic motivation and commitment are essential; and (4) organizational…

Describes a workshop on human development for home companions of older adults that includes sessions on identity, intimacy, generativity, integrity, trust, and communication. (SK)

This booklet examines teachers' professional development from the standpoint of several recent reform reports, particularly the concept of the career ladder. A critique of this model serves as a reference point for an alternative approach to professional development called the "Career Lattice Model". This individualized model for growth…

Betty Dillon-Peterson, the director of staff development for the Lincoln (Nebraska) schools, relates key experiences which shaped her career and also her views about how staff developers can work effectively. She advocates design of a special course of study for staff developers. (PP)

Describes and compares the foci, methods, and outcomes of experiential-education and organizational-development models. Explores the synthesis of the two models in developing corporate adventure programs and services. Lists the contributions that each approach offers to corporate programs. (KS)

Stressing the need to re-examine one's initial teacher training, the article analyzes five ways a teacher can realize continuous self-directed professional development: taking charge of one's own development; learning from real-life experience; sharing in educational intervention; participating in educational research; and taking advantage of…

"Take Ten" enables Sheffield (England) city council employees to take 10 days of paid educational leave for a staff development program that focuses on developing individual communication and interpersonal and teamwork skills, offering new perspectives on public service work, enabling work experiences to be shared, and broadening…

The Professional Growth and Staff Development Program of the Mehlville School District in St. Louis, Missouri, is comprehensive in nature and has four distinct but complementary components. (1) The districtwide instructional improvement component focuses upon research-based teaching, and provides teachers and administrators with a common body of…

Describes and evaluates a training program entitled PASSAGES which addresses the need for employee career planning. Implications of the program for business and industry are discussed. (RC)

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)

This paper examines the experiences of seven new faculty at a charter school of education at California State University Los Angeles. The seven new professors in the study were asked to engage in ethnographic interviews that described and categorized their experiences, and contrasted them with other events. Interview questions focused on:…

A staff development program in a Vermont school district relies heavily on teachers' self-appraisal and their desire for self-improvement. To assist teachers, the district has invited university instructors to teach graduate-level courses in the schools, hired consultants to speak, arranged workshops, and organized summer institutes. (MLF)