When New York State's standardized tests for third graders were scheduled to include questions on probability and statistics, the White Plains school system developed a model to improve mathematics instruction. A staff developer, a teacher with special training who works with other teachers, is vital to the implementation of the math curriculum.…

The Greenwich, Connecticut, public school system is training teachers and administrators in the use of structured cooperative learning groups as part of a district-wide strategy to explore a variety of effective teaching practices. The cooperative learning program and its impact on teachers and students is described. (MT)

This article describes the training process developed for teachers when the Columbus, Ohio, public schools decided to introduce Student Team Learning in the middle schools and the intermediate elementary grades. (MT)

Developing a model to improve student academic learning time and achievement and to develop local resources to continue the program after the funding period required a staff development program that enabled teachers to use specific direct instruction teaching behaviors. The staff development program is described and recommendations are made. (MT)

Argues that language learning is a very useful metaphor for exploring new dimensions of teacher development. The notion is that, when the processes of language acquisition and the context in which it occurs are examined closely, important lessons can be learned for creating a more effective culture for the professional growth of teachers. (GLR)

Describes the philosophy supporting the model, the program objectives, activities, staffing and governance, and evaluation of a field-based program for professional development. The article suggests the implications for staff development and strategies for implementing the model. (GLR)

Describes an on-site staff development program within one school district's secondary schools. The Secondary Instructional Specialist Program trains teachers to provide on-site assistance to other teachers. The assistance considers district, school, and teacher needs and goals. The paper includes recommendations for staff developers. (SM)

When a university and a major urban district pair up, teachers learn more about science content and how to develop an inquiry-based classroom. More than 8,000 Detroit, Mich., students have felt the change--and show the results in improved science test scores.