Findings are reported from a series of studies of staff development coordinators, principals, and superintendents carried out in Georgia. The staff development needs of the three groups are identified, ranked, and compared. Implications for staff developers are proposed. (IAH)

A study was made of 17 successful "professional assisters" to examine patterns of successful assistance and to convert that understanding of effective behaviors into training materials to support staff development activities. Training modules were created to address skill clusters for which practical materials were needed. (MT)

This article describes how principals can learn about their teachers' developmental needs and use this information for creative staff development. Many examples are given. (MT)

A survey of staff development specialists found that, while a few individuals had formal training for their positions, most learned from informal mentors and role models. Shortcomings in their training are noted, and options for improving professional training are discussed. (PP)

Results are reported from a study of Wisconsin teachers and principals who were surveyed to identify factors which motivate teachers and principals to engage in continuing professional development. The study also examined the school principal's role in supporting teachers' continuing professional development. (IAH)

Describes the methods and results of a major research effort which sought to identify and verify dimensions of educational leadership. Staff development implications are explored that could improve the effectiveness of educational leaders. (GLR)

Study examined the effects of staff development specialists, study group teams, and peer coaching teams on implementation of classroom cooperative learning. Staff development was the most significant influence. The article recommends careful selection of peer coaching partners, adequate time for study group meetings, and set agendas for study…

Ways to monitor staff development programs include: (1) counting the number of participants; (2) obtaining participant reactions to programs; and (3) tracking participants by needs, objectives, and inservice topics. A needs assessment model of staff development focuses on information utilization, program impact, and evaluation approaches. (JN)

To help explain the role and purpose of staff development in the schools, information was solicited from professionals in the field about their job-related concerns and needs, and their continuing education interests. Their responses are summarized, and recommendations for the field are suggested. (PP)

A study of beginning teachers (N=391) in North Dakota led to a group mentoring program to deal with the unique induction needs of new teachers in rural districts. (Author/IAH)

Describes a five-week summer program for elementary teachers designed to develop content knowledge in physics through immersion in the subject and cooperative learning. Teachers indicated they changed their science teaching orientation toward process and content and increased their awareness of the power of demonstrations and student-generated…

Study synthesized the practical wisdom of 25 staff developers nationwide who worked with high school teachers in the area of thinking to determine whether they had an informal knowledge base. Though they offered diverse perspectives, they agreed on several key goals, activities, and organizational changes. (SM)

A nationwide survey of teachers and administrators showed how central administration can facilitate school-based improvement. Results revealed eight practices that respondents believed helped facilitate the implementation of school-based improvement. Practices related to goals and planning, policy and procedures, staff development, recognition and…

This study identified common themes that school principals experienced in managing school work culture change. Interviews with principals who completed Managing Productive Schools training established six independent work culture dimensions and three kinds of effects. The paper uses the nine quality areas as a model for reporting the common…

A case study of an organization development intervention in a large New York State school district describes to staff developers the complex process of discovering and responding to organizational needs. The discussion focuses on understanding the problem; frameworks for diagnosis and intervention; and implementing the intervention strategy.…