Remote learning communities are peer groups that meet regularly by connecting online and via video and telephone conferencing, to work toward shared learning objectives in a structured virtual environment. Led by skilled facilitators who act as guides and sounding boards for these groups, the ongoing discussions may help staff incorporate new…

Provides some direction on how mental health counselors can begin delivering staff development workshops to outside agencies. (Author/ABB)

An evaluation report is presented of the Resident Supervisory Support for Teachers, a peer supervision program designed to improve classroom instruction by training school personnel in concepts and strategies of school supervision, with an emphasis on a peer clinical approach. Participants are trained to help teachers identify their strengths and…

A broad range of literature on staff development, an important component of intensive English programs (IEPs) is reviewed, and an interactive staff development model is proposed. The model calls for three layers of staff as defined in TESOL's Statement of Core Standards--Administrative, Instructional, and Support--that may mutually enhance one…

Information is presented to help elementary principals manage and facilitate staff development, drawing upon research concerning effective schools, educational change, and leadership. Requisite knowledge and skills are proposed for principals, with recommendations provided for using staff development to effect school improvement. (SM)

The "Jenks Wild" project was developed at the Jenks Central Middle School (Oklahoma) to train middle school teachers in leadership development. The training program involved teacher, student, parent, community, and administrative representatives and emphasized experiences that helped participants to recognize the value of other dimensions of the…

Describes ways in which principals can use a two-phase staff development process to foster a strong sense of community and build an educational community. Benefits include higher staff morale, increased faculty cohesion, and a renewed dedication to teaching. (SM)

Presents a scenario outlined by a librarian interested in sponsoring a staff development program together with a hired consultant. It is argued that, through candid discussions and a commitment to shared program goals, a successful match can be made between a librarian and the consultant. (MAB)

While teacher centers vary widely in origin, size, and sophistication, most respond to teachers in four crucial ways: (1) services planned according to teacher needs; (2) staff members from the teaching ranks; (3) meeting place for teachers; and (4) convenient locations. Three actual teacher centers are described. (CJ)

This document discusses the general characteristics and features of staff development for teachers in Europe, including a brief description of staff development in Czechoslovakia. Information regarding the general characteristics was obtained from a symposium on staff development, at which the participating nations agreed that staff development…

Intended for beginning teachers in Virginia, this handbook is designed to serve as a guide for negotiating the first few years of teaching. The concept of teacher as problem solver is promoted throughout the manual. The handbook is organized around the idea that the beginning teacher's main tasks are to: (1) discover how to learn from their own…

As part of an effort to improve the quality of work life, an Employees Communication and Development Council was formed at the West Bloomfield School District of Orchard Lake, Michigan. The council concentrates on improving the district's internal communications and planning for staff development activities. (PP)

A case study describes how a rural local education agency (Allegany County, Maryland) developed a comprehensive staff development system. It presents some contextual and theoretical background information, summarizes the problem as perceived by key actors, and then describes a series of activities resulting in the development of the comprehensive…

In an effort to foster professionalism and staff development within the Technical and Further Education college staff, a voluntary appraisal program, Facilitated Appraisal for College Executives (FACE), was developed. A handbook is presented which gives background information and some suggestions users may find helpful in implementing the (FACE)…

The making of a staff developer combines deliberate, systematic training and an accumulation of knowledge, skills, and assumptions based on experience. Staff developers must understand school practices and adult learning theory, shared decision-making and organization of support, and be flexible, creative, and committed to their work. (PP)