Discusses four decision-making models and applies them to the evaluation of staff development programs. (SR)

Describes implementation of a staff development project on cooperative learning. Notes that an important by-product of this project was the informal communication that occurred among teachers as a result of their common experiences. (RS)

Argues for the implementation of mentoring programs for beginning teachers. Outlines theoretical and practical aspects of the concept of mentoring, mentor qualities and expectations, mentoring activities, and outcomes of mentoring. (HB)

Discusses using a retreat to promote school renewal, focusing faculty, staff, and parent energies on an shared vision for the future. (SR)

Presents a conceptual framework intended to indicate the need to consider curriculum implementation, staff development, and evaluation as integrally linked in the curriculum change process and to reinforce the idea of involving teachers meaningfully. (RS)

The author outlines steps for organizing a successful workshop. A planning checklist and flow chart are included. (SJL)

Proposes that a local homework club can provide the type of setting that supports a school's instructional priorities. Notes that homework clubs are also important because they foster individualization of instruction. Discusses key elements of effective homework clubs. Suggests that club activities can be enhanced through effective staff…

Discusses the characteristics of unsuccessful attempts to implement collegial supervision (teachers helping teachers through feedback and advice) in schools, and discusses the insights these characteristics provide. Discusses one successful collegial supervision program. (SR)

Presented are two group activities designed to raise consciousness and awareness of sexism. Activity I, the Sex Role Autobiography, allows participants to examine specific aspects of their own personal histories. Activity II, the Sexism Box, consists of small group study of sexist manifestations in our society, such as advertisements. (Author/SJL)

Educators must realize that the social problems weakening the schools, such as declining enrollment, falling test scores, and tighter budgets, will not magically disappear. Assessing blame solves nothing. Rather, professionals must band together to improve their own competence in the face of public criticism. (SJL)

Describes a program in which school district teaching staff members provided inservice training as opposed to outside consultants. Reports the program was successful and met with the approval of the staff. (FL)

One way to improve the quality of education is to improve the quality of the instructional program. Programs of professional laboratory experiences provide opportunities for students of teaching to apply theory to practice in real classroom situations. (Author/RK)

Argues that providing leadership and opportunities for staff members to become more effective in their jobs are the primary responsibilities of a school principal. Offers a number of suggestions for use in staff development. (FL)

Proposes a method for creating a student-centered middle school that involves research, reexamining of traditional organization plans, and retraining of staff. (FL)

Describes how to use knowledge about adult learners and about different learning styles (environmentally, emotionally, sociologically, and physiologically) when planning and implementing staff development. (SR)