Guidelines are provided for developing educational programs for cooperating teachers, or other teachers who work with beginning teachers. The guidelines have eight essential components which can be categorized as procedural, substantive, or knowledge components. (IAH)

Discusses components of a model program for teaching graduate students how to teach writing. Ideally, the program would run prior to as well as concurrent with actual teaching. (HTH)

Offers guidelines for effectively organizing materials in in-service reading programs. (RL)

Describes how three institutions and agencies constructed an in-service teacher education program based on an assessment of the needs of teachers and administrators in the region. (IRT)

The steps to be taken when organizing a training program for writing teachers are discussed in this paper. The following components are examined: (1) the qualifications of the training program director; (2) the content of a training manual explaining the reasons, activities, and instructional materials of the writing courses being taught; (3)…

Chapters in this guide provide practical guidance and useful information and resources relating to important aspects of faculty development, from setting up a faculty development program to assessing teaching practices. The chapters are: (1) "Faculty, Instructional, and Organizational Development: Options and Choices" (Robert M. Diamond); (2) "Ten…

The purpose of this monograph is to discuss the minicourse as a model for the continuing education of teachers. The first section defines the minicourse and describes its evolution. The second section discusses the characteristics of the minicourses at the Centre for Advancement of Teaching (CAT) at Macquarie University, New South Wales,…

Offers suggestions for improving the relationship between teacher training institutes and the schools in which they place student teachers. (FL)

The need for personnel preparation planning in special education is emphasized, and guidelines for meeting and going beyond the personnel preparation requirements in P.L. 94-142, the Education for All Handicapped Children Act, are suggested. (CL)

A college faculty workshop on developing a cross-disciplinary writing program is detailed in this paper. The goals of the workshop are defined as first helping content area teachers to learn to revise their syllabi, restructure their writing assignments, and teach content and disciplinary perspectives through writing, and then giving English…

A description is given of the cooperation between the Las Cruces Teacher Center (New Mexico) and New Mexico State University. The university's college of teacher education and the teacher center are now working together to meet the needs of preservice and inservice teachers. The university has interacted with the teacher center at various…

The Master of Arts in Teaching (MAT) program at Webster College in St. Louis was instituted in 1965. This article outlines the program's original objectives and the changes that occurred. It traces this process in aesthetic education while simultaneously describing the skill profile of an MAT graduate in aesthetic education. (Author/RK)

This article provides guidelines for teachers who have limited computer experience and find themselves faced with establishing a computer typewriting/keyboarding course. (JOW)

A Specialist Degree in Teaching is the result of a four-year development effort at the University of South Carolina designed to meet the complex needs of a career teacher. The goals and curriculum of the program are described as well as strategies for program evaluation. (MT)

The primary purpose of the Master Teacher Model Training Program was to develop models of university-school collaboration aimed at preparing outstanding inservice teachers in career ladder or similar career structure plans with the knowledge and skills needed to assume new educational responsibilities. The program answered a need to enhance such…