The Emporia State University induction program for first year teachers is described. The format of the program, topics addressed, and program evaluation are discussed. (MT)

In a recent canvassing of American teachers about their inservice education experiences; 75 percent categorized these experiences as "fair to bad." Five major reasons for the lack of valuable inservice education are discussed. Supporting and constraining factors are highlighted. (MT)

A model is proposed for gathering information about staff development efforts conducted by schools of education. The model can be used to evaluate staff development undertakings, report significant data, and help other institutions design comparable programs. (PP)

An effective staff development program will act as a ritual which unifies and offers meaning, revitalizes, offers hope, and legitimizes the school. The accountability view of staff development effectiveness assumes that there is a direct and measurable relationship between professional development, instruction, and student performance. (JN)

An effective inservice teacher education program was found to have the characteristics of: (1) immediate applicability to the classroom; (2) use of teacher input; (3) curriculum change and innovation; and (4) provisions for ongoing, continuous evaluation. (JN)

This article describes the Hunter College/District Four Collaborative Program, an induction program for first-year elementary minority teachers. Through mentoring, counseling, tutoring, and graduate courses, these teachers acquire survival skills, attitudes, and behaviors to help them succeed in an urban multicultural setting. (IAH)