Describes the "floating faculty" program developed by the Prince George's County (Maryland) Public Schools to provide onsite inservice training for school faculties in the district through the use of specially trained personnel that make up a "faculty-without-a-school." (JG)

In Denver, principals train and supervise their teachers as they plan and teach mastery learning units. (Author/JM)

Describes a model program developed at Emory University for training Resident Clinical Supervisors, master teachers who teach part-time while providing clinical supervision of other teachers in their school. (JG)

Describes an inservice program used by the Los Angeles School District for training school administrators, program coordinators, and instructional staff members in developing plans for implementing and evaluating instructional programs. (JG)

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)

Outlines a model for the preparation of preschool teachers that utilizes a preservice/inservice, competency-based approach. (Author/JG)

Administrators in Red Bank, New Jersey, are confident that mastery learning is the key to their students' higher achievement. (Author)