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Direct linkAllen, David; Ort, Suzanna Wichterle; Schmidt, Joseph – Theory Into Practice, 2009
Assessment, particularly formative assessment, is critical to knowing how a student is performing academically and how best to support that student. Teachers, especially new teachers, need ongoing support in developing and using both summative and formative assessments as an integral part of their instructional practice. Written collaboratively by…
Descriptors: Formative Evaluation, Program Effectiveness, Staff Development, Teaching Methods
Peer reviewedJirik, Edward F. – Theory Into Practice, 1972
The basic staff development programs of the OEA have been the Professional Development Seminars, Inner City Seminars, and the creation of Instructional Advocates. (Author)
Descriptors: Developmental Programs, Program Design, Seminars, Staff Development
Peer reviewedNewbury, David N.; Wells, David W. – Theory Into Practice, 1972
Authors describe the development of the Oakland County (Michigan) Curriculum Council. (CB)
Descriptors: Curriculum Development, Organizations (Groups), Professional Associations, Program Development
Hirsh, Stephanie – Theory Into Practice, 2005
A significant challenge to schools is selecting the staff development approach that aligns most clearly with the assumptions and beliefs of staff members and produces the results desired for students. When beliefs are in alignment, change in behavior accelerates; when beliefs underlying a new staff development program contradict long-held beliefs…
Descriptors: Academic Achievement, Professional Development, Beliefs, Behavior Change
Peer reviewedAdams, James A.; And Others – Theory Into Practice, 1972
This article uses both theoretical knowledge and practical reality associated with the implementation of school improvement as data sources for determining what is desirable for staff development. (Authors)
Descriptors: Community Involvement, Educational Change, Educational Environment, Educational Strategies
Peer reviewedOlson, Richard F.; Millgate, Irvine H. – Theory Into Practice, 1972
The objective of this article is to define a model for school staff development that is founded on the principle of relevance. That model is CONSEL or Confrontation-Search Laboratory, originated at Xicom Communications Laboratory. (Authors/CB)
Descriptors: Educational Environment, Institutes (Training Programs), Learning Processes, Models
Peer reviewedJacobs, James N.; Felix, Joseph L. – Theory Into Practice, 1972
The Division of Program Research and Design is the driving force behind the Cincinnati Public Schools' change effort. Staffing this division is the focus of this article. (CB)
Descriptors: Administrative Organization, Educational Improvement, Goal Orientation, Interpersonal Competence
Peer reviewedGoodlad, John I. – Theory Into Practice, 1972
Paper presents a model designed to identify factors to be taken into account in effecting educational improvement within the context of schooling. (Author/CB)
Descriptors: Educational Change, Educational Environment, Educational Improvement, Inservice Teacher Education
Peer reviewedPerritt, Marshall C. – Theory Into Practice, 1972
Descriptors: Humanization, Individual Development, Inservice Teacher Education, Professional Development
Peer reviewedMason, Ted; Rohde Fred – Theory Into Practice, 1972
Article describes one school system's approach to inservice and continuing education. (Authors)
Descriptors: Curriculum Development, Curriculum Evaluation, Educational Change, Evaluation
Peer reviewedBentley, Ernest L. – Theory Into Practice, 1972
The Cooperative Education Service Agency, Atlanta, Georgia, discussed in this article, focuses on making staff development activities not only available, but meaningful and relevant. (Author/CB)
Descriptors: Cooperative Planning, Education Service Centers, Inservice Education, Models
Peer reviewedLocke, Caroline – Theory Into Practice, 1972
The director of teacher education organizes and supervises the student teaching program; organizes and supervises new-teacher workshops and appropriate staff development activities for all personnel; and acts as liaison between the Fort Worth Independent School District and teacher education institutions. (Author/CB)
Descriptors: Inservice Education, Internship Programs, Program Descriptions, School Districts
Peer reviewedJung, Charles – Theory Into Practice, 1972
The Improving Teaching Competencies Program at the Northwest Regional Educational Laboratory is developing twenty-four instructional systems for professional development of educators. (Author)
Descriptors: Inservice Teacher Education, Instructional Systems, Professional Continuing Education, Program Design
Peer reviewedUnruh, Glenys – Theory Into Practice, 1972
This district in suburban St. Louis, is moving from a spotty and optional staff development effort to a well-defined one based on concepts adapted from systems theory. (Author/CB)
Descriptors: Costs, Educational Needs, Evaluation, Evaluation Criteria
Peer reviewedMulhern, Edward J.; McKay, A. Bruce – Theory Into Practice, 1972
The program of the Department of Staff Development in the Montgomery County, Maryland, school district is described. (CB)
Descriptors: Education Service Centers, Inservice Education, Leadership Training, Organization
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