Each year, 200 novice teachers arrive at the schools in a large district in Reno, Nevada. The district's challenge is to create a comprehensive system of support for these teachers. For eight years, the district has provided a site-mentor for each of the novice teachers and required attendance in a two-year program of study as part of the New…

Never before has the need been so great for classroom teachers to become agents of change and position themselves as problem solvers at the school building level. Teachers are uniquely positioned to assume leadership roles on a variety of tasks that could transform schools from more traditional workplaces into professional learning communities.…

Staff developers can plan better programs if they have some knowledge of adult learning theory and if they use principles and practices of exemplary adult education. Participants should be helped to examine their cultural and organizational assumptions. (JD)

An understanding of adult learning principles will enable staff developers to select the most appropriate learning environment for participants. The purpose and sample activities of formal, informal, or non-formal learning environments are presented. (JD)

Kimberly-Clark Corporation's approach to needs assessment, program planning, program delivery, and follow-up programs that incorporate an andragogical perspective are explored in this article. Implications for school staff developers are presented. (DF)

A description is given of a doctoral program in staff development. The purpose of the program is to prepare professionals to become effective change agents. In order for professional staff developers to effect change and growth, they must fully understand the change processes. (JD)

A partnership between Honeywell and a Minnesota school district benefited both organizations through shared resources and provision of staff development programs. Details on how this collaborative project was designed and implemented are discussed. (DF)

A former educator who currently holds a management position in private industry relates perceptions of the differences between programs in education and business. Clients, content, and training processes of both settings are explored. (DF)

Describes three themes emerging from a review of literature on adult development of women: centrality of relationships, diverse patterns of development, and the importance of identity and intimacy. Presents ideas staff developers could incorporate based on the themes, and makes observations on what women have taught researchers about teaching…