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

A comprehensive, inservice staff renewal program is described. (MM)

The status of professional growth of teachers, some current factors influencing professional stability, and some of the key elements to better inservice programs are examined. (MM)

Changes in enrollment patterns and new demands on higher education suggest the need for greater institutional accountability for defining the needs and providing the processes through which individual faculty initiatives and those of basic academic units can have some play. (JD)

Results and participant feedback indicate that self-appraisal is a promising staff development approach. (JD)

If the teaching-scholar is to become the principal agent for maintaining the vitality of higher education, then a new role for the future must be defined. (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)

The importance of continuous personal and professional growth to teachers and teacher educators is discussed. (JD)

A critical review of the Preservice Teacher Education Improvement Project observes both the project as a whole and the efforts of the various institutions involved. An alternative view for improving teacher education programs is suggested. (DF)

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)

Effective improvement of accreditation standards for teacher education institutions must deal with deeply rooted problems such as inadequate educational finance and staffing. (LH)