Eleven staff development programs for school administrators are analyzed, emphasizing the principles and characteristics which distinguish these programs from past practice. Differences are classified into the headings of focus, content, and program delivery. (MT)

Questions and answers about staff development examine: what it is; why it is important; what teachers did not learn in college; collaboration; funding; connections between staff development and student learning; indicators of effective staff development; and improving staff development quality. Data come from six key national reports on…

Education requires continuing renewal of members to retain and increase its rigor and artistry. The article examines hallmarks that demonstrate that educators meet the criteria necessary and provide justification for ongoing professional development. Programs must focus on professional competence to guarantee students a safe, stimulating,…

Examines role changes in school administrators, especially with respect to the professional development of staff members. Nontraditional images of the principal are explored, their new activities are linked to the staff development needs, and the implications of this changing image to staff development are discussed. (GLR)

A California program makes science real for elementary teachers by linking them with retired scientists who share their experience and knowledge of science. Teaching Opportunities for Partners in Science (TOPS) recruits, trains, and supports the scientists, and the scientists plan and deliver lessons to students and staff. The paper notes six…

The National Writing Project and the National Geographic Society's Geography Education Program are two highly acclaimed staff development networks that are models for other organizations. Both programs feature intensive summer workshops and numerous followups during the subsequent school year. This paper describes the networks and presents six…

Several educators highlight aspects of effective staff development programs that have resulted in improved student outcomes, agreeing that staff development is an important ingredient in the elusive formula of success. The article includes a list of eight examples of what experts say about staff development. (SM)

Describes the Building Resource Teacher (BRT) position in one Colorado school district. Each elementary and middle school has a BRT who works with other teachers as a resident mentor, coach, and resource provider. The paper discusses what makes the BRT program successful. Three sidebars present lessons of the BRT program, how the program was…

Teachers must know how to integrate technology into the classroom to improve learning; use technology to help students master content and performance standards; and know when technology is appropriate to help learning. Two sets of recently released technology standards can help school leaders develop comprehensive staff-development plans: the…

Discusses a study of training and development in noneducational, profit companies that found total quality management the main training topic. Participant evaluations measured training effectiveness. Employees participated in training for personal satisfaction and increased capacity. Private sector trainers expressed concern about the lack of…

Systems thinking involves seeing relationships between the parts to the whole within the school improvement effort. After providing the key principles and examples of systems thinking, the article emphasizes the importance of staff development, highlighting experiences at a Wellesley (Massachusetts) middle school and an Alaskan high school. (SM)

Addresses key factors that influence the academic and social performance of minority and at-risk youth, including lack of role models, societal expectations and realities, ineffective practices, and patterns of school organization. The article provides suggestions for what teachers can do and what schools can do through staff development. (SM)