Since 2007, Texas' reading scores had been declining, and there was a shortage of qualified teachers trained in effective reading practices. The Texas Education Agency (TEA) conceptualized Reading Academies where teachers learn, practice, implement and reflect. Cohort Leaders serve as the lead facilitators for the new K-3 Reading Academies. TEA…

Presents ideas and strategies used by the Northwest Staff Development Center to attract and involve teachers and administrators in center activities. (Author)

Explains several options or roles for classroom teachers of English to learn at a teacher center: participant, resource person, workshop leader, center director or staff member, and policy board member. (DD)

This report describes the Teacher Resource and Computer Training Center Program that was enacted in 1984 by the New York State Education Department to provide systematic, ongoing professional development services for the state's teachers. It is a collaborative program involving teachers, school administrators, higher education representatives,…

Available from: Teacher Education and Special Education, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Described is the role of teacher centers--programs designed to improve classroom instruction--in delivering services required by P.L. 94-142, the Education for All Handicapped Children Act. (CL)

Teacher centers respond to a teacher's own defined needs by offering assistance, instruction, and materials to help enrich classroom learning experiences. Services provided social studies educators by the Teacher Center in Humboldt County, California, are described. (RM)

Teacher centers should view the enactment of role and assignment of specific in-service education programs as their overall purpose and as the focal point of all center activity. (Author)

Although basically for public and non-public school teachers, the District of Columbia Teacher Center Program target population also includes paraprofessionals, students, parents, and other members of the community. The objectives of the center are: (1) to plan, develop, disseminate, implement and evaluate inservice training, graduate courses, and…

Explores myths about British teacher centers. (IRT)

Uses the responses of administrators to questions concerning teacher centers as a stimulus for discussing what teacher centers are and how they can be useful. (IRT)

This paper looks at the ways in which the role of the teacher is expanding in schools across the country. The report also discusses the reasons behind such changes in the roles and responsibilities assigned to teachers and describes places where teachers are actually carrying out these expanded roles. The knowledge base which answers the question…

School-university collaboration occurs only as a result of deliberate effort. Using trade between Nepal and Tibet as an illustration, elements of a successful collaboration are discussed, and examples are presented from Florida's Teacher Education Centers. (MT)

Briefly describes the network of Professional Development and Program Improvement Centers, the School Resource Centers, and other efforts supporting staff development in California. (JM)

An observer of Japanese teacher centers reports on their purpose, scope, and activities--using British and American centers as a frame of reference. (Author)

An approach is outlined for beginning a teacher center: (1) do your homework; (2) generate interest in the center; (3) form a team--establish a teacher center board; and (4) plan a program of action. Five success factors to ensure the center's longevity are listed and a bibliography is included. (JMK)