This article briefly reviews literature on beginning teachers and the need for induction programs. An existing teacher induction program at the University of Wisconsin-Whitewater is described, and results of a study of the program's effectiveness is presented. (MT)

Indicators and characteristics of effective induction systems are described using efforts of the Charlotte-Mecklenburg Schools' Career Development Program as an example. Fundamental changes needed in the way teacher education is conceptualized by school personnel are discussed. (DF)

Training methods for the preparation of teacher aides are described. (LH)

The Quality Assurance Teacher Education Program has been designed to provide students, graduates, and employers with assurance of program quality and effectiveness. Elements of the program are discussed. (DF)

The practical needs of preservice teachers are considered from the perspective of their needs within the larger framework of professional, societal, and personal education. (LH)

Career ladder and other incentive programs are resisted when teachers and administrators involved in the programs are removed from the initial decision making process. The ideal scenario is described. Implications for teacher educators are discussed. (Author/MT)

The interrelated themes of identity, non-passivity, control, and curriculum must be addressed in any successful innovation in teacher education. An innovative masters-level program is explored in terms of these themes. (Author/MT)

An internship/residency model of teacher education was developed by the California Consortium on the Beginning Years of Teaching. A successful initiation of the model and problems that prevented implementation elsewhere are described. (DF)

Effective inservice programs are necessary to ensure that current reforms in education are properly implemented. Inservice programs must meet the needs of both the educational system and educators. Six basic policy assumptions dealing with what is needed in inservice education are discussed. (DF)

The College of Education at Cleveland State University has developed a Visiting Instructors Program with area school districts. Outstanding classroom teachers serve as teacher educators for a one-year period. The benefits of this partnership are discussed. (DF)

The National Writing Project is a collaborative effort between teachers and professors aimed at the improvement of teaching. A discussion of the project's history and structure and implications for other cooperative efforts in inservice education are offered. (DF)

Teacher education is described using opinions from critics both inside and outside the profession. A new model for teacher preparation is proposed that is based on four different models. Several unique teacher education programs are reviewed. (DF)

A "Product-Action" approach extends the research and theory of teacher education into the reality of the actual learning site. (LH)

This article describes a model for conducting collaborative, goal-oriented conferences with student interns to enable them to acquire the skills of beginning teachers. The procedures and rationale of the Supervised Throughput Model are described, and suggestions for its application are made. (JL)

This article proposes five criteria for evaluating and comparing conflicting conceptions of knowledge base frameworks for teaching and teacher education. These criteria are defined and applied to frameworks advocated by scholars, professional organizations, state agencies and teacher education programs. (IAH)