This report describes a one-year project to develop a comprehensive dissemination plan that would (1) provide a network within the state of Washington for two-way communication, (2) utilize the linkage potential of the 12 educational service districts, (3) incorporate existing instructional and informational resources, (4) develop training…

This document reports responses to a questionnaire investigating the needs of junior and senior high school mathematics teachers in Minnesota for continued inservice education programs. The questionnaire, administered to two hundred and seventy-eight teachers in both rural and urban public schools, posed seventy-two questions on the usefulness to…

The steps involved in conducting a valid needs assessment are described and some problems to be avoided are discussed. Needs assessment begins with a set of educational goals. It is important that community opinion be obtained regarding the goals to ensure that they represent the interests of all involved in the educational process. Once the goals…

Reported is the development of the Connecticut state plan to assess the needs of the developmentally disabled and establish service priorities. An overview of the planning system includes information on planning processes and the model components including needs assessment, priority setting, program development and selection, program approval, and…

The project has provided the basis for determining the vocational education curriculum and needed equipment to be incorporated into a new high school facility in Ohio County, West Virginia. The goal of the project was to develop expertise on the part of all involved in planning for the new school. This was accomplished by an indepth study of all…

This document provides an assessment of the progress Leeward Community College has made toward fulfilling the objectives of its five-year 1.4 million dollar Advanced Institutional Development Program (AIDP) grant at the end of the first year of funding. Essentially, the objectives of the project fall into four major program areas: community…

This is a worktext for assessment management system planners designing competency based teacher education programs. The worktext exercises are based on the following eight questions, which need to be answered specifically as an assessment management system is planned: (1) What information (data) is to be used in making decisions about trainee…

This is one of a series of eight short monographs intended to aid practicing educators in planning and conducting accountability programs in schools. This booklet discusses how to plan and conduct a competency-based staff development program as part of an overall accountability program. Short sections focus in turn on various steps in the…

Training needs analysis, training program planning, pilot sessions and their evaluation, and follow through sessions on a continuing basis are examined, using an approach applicable to an outside or inside trainer. (LH)

The purposes of this article are to review the in-service teacher education literature and to present a survey instrument produced in a Teacher Corps project with respect to one aspect of needs assessment for in-service education, that of teachers' preliminary preferences and priorities. (Author)

Described and advocated is the discrepancy approach to needs assessment as an important step in making residential schools accountable for handicapped students. (Author/CL)

The impetus, planning, and implementation of the University of Connecticut's faculty and staff development center based on an institution-wide needs assessment and individual faculty's expressed interests is chronicled. (MSE)

This article provides a flexible systems approach model for planning programs that includes seven steps: (1) assessing needs; (2) establishing priorities and responsibilities; (3) selecting goals and objectives; (4) allocating resources; (5) selecting teaching techniques; (6) evaluating outcomes; and (7) determining effectiveness. (JOW)

Offers schools, state, and regional authorities a list of suggested priorities for environmental education programs. Recommends that adoption and/or adaptation of the itemized priorities can assist schools in the design, development, and implementation of each school's own particular program and policy. (ML)