Professional development of university and college faculty is one of the key, but unmet, needs facing teacher education today. (JD)

It is suggested that teacher educators are well-equipped to assume a leadership role in improvement of a college faculty. (JD)

John Ryor of the National Education Association, Albert Shanker of the American Federation of Teachers, and J. T. Sandefur of the American Association of Colleges for Teacher Education each presents his group's position on in-service education, its goals, and how to achieve them. (JMF)

Several in-service models are presented including a provision of services model, job maintenance model, personal development model, and three problem-solving models. (JMF)

Issues relating to in-service education are highlighted including professional lifespace, resource allocation, validity, systemic designs, collaboration, and the responsibility for in-service education of teachers as professionals and employees. (JMF)

NIE feels that it has an important role to play as contributor and participant in the process of mediating the respective needs and expertise of the various constituent groups involved in in-service teacher education research. (JMF)

College and university faculty are taking a new look at their role in in-service teacher education and staff development. Several considerations regarding perceptions and activities in this area are discussed. (JMF)

The U.S. Office of Education is involved in 21 programs involving educational personnel development. Funding levels for 19 of these programs are listed along with an outline of the recipients of this funding, the personnel served by federal programs, and federal mandates for in-service. (JMF)

Question clusters related to staff development content delivery are used to develop programs that will result in more productive professional development. The questions determine the focus of programs, analyze the target audience, discuss the selection of delivery modes, and identify future directions. (JMF)