Late-career workers (ages 50-65) were more likely to participate in credentialing programs, targeted job-related courses, and on-the-job computer training than younger adults and received similar employer support. However, participation might be a consequence of support received. Human capital investment thus is more complex than conventional…

Occupational expertise of Dutch employees in early (n=73), mid (n=106), and late (n=54) career stages in small/medium-sized businesses was examined in relationship to three variables: participation in social networks, participation in training, and career initiatives. Network participation increased with age. Early- and late-career workers…

Case study of effective staff-development practices in two high schools, two middle schools, and two elementary schools in Virginia. Finds that the practices teachers and principals believe contribute to scores on the state's high-stakes tests are the same among all schools. For example, there is strong emphasis on building effective small-group…

The AASA Instructional Leadership and Technology Committee this year honored five school districts with Outstanding Achievement in Professional Development awards. Honored were Deer Valley Unified School District (Arizona), South Windsor Public Schools (Connecticut), Fort Knox Community Schools (Kentucky), West Orange Public Schools (New Jersey),…

Argues that information resource management is an established philosophy that needs to be linked to human resources management and strategic planning in industrial companies. A training program for information management is presented, including training objectives, participants, contents, and structure. (CLB)

Discusses the use of videotapes of child care teachers in classrooms as a tool to provide feedback on teaching techniques. Points out benefits of and concerns about the use of videotape and gives guidelines for effective feedback. Lists various videotape hardware packages. (NH)

An employee preparatory program in the St. Joseph (Missouri) School District, is designed for school staff who have not completed high school. An instructional program prepares them for the General Educational Development (GED) test. The program is designed around the work schedule of the majority of students and is without charge. (MLF)

To assist vocational educators with long-range planning, the authors discuss understanding needs assessment and defining needs, describe the levels and stages of needs assessment, and present sources and tools for conducting assessments. (SK)

Instead of focusing on narrowly defined, technical teaching models, reflective teaching embodies a broad, indepth understanding of what is happening in the classroom. This article describes a staff development model providing teachers with a research overview, training in data collection techniques, and lessons in nonjudgmental self-observation…

Describes a comprehensive staff development program designed exclusively for substitute teachers and devoted to student discipline. (MLF)

A research project on computer applications for special education determined the needs of caregivers (teachers or parents), clients (persons with severe learning disabilities), and staff. Results were used to develop the Living and Learning Weekend, during which caregivers were trained in the use of educational software for persons with…

Administrators involved in school improvement programs are finding that supervision is the essence of instructional leadership. Effective supervisor leadership requires constant searching for ways to integrate several core elements of school improvement--classroom instruction, curriculum development, classroom management, and staff development.…

Examines the role of peer coaching in effective in-house staff training programs. Guidelines to the initiation, monitoring, and evaluation of coaching programs are offered, and the benefits of this approach for staff and clients are discussed. (nine references) (CLB)

Using responses from 127 of a sample of 229 managers, manager-subordinate interactions were compared to mentor-protege relationships. Factor analysis disclosed patterns of interaction that can be characterized as mentoring--career functions (sponsorship, exposure/visibility, protecting, coaching, challenging assignments) and psychosocial functions…

Considers ways in which Catholic educational leaders can help students, parents, faculty, and staff make full use of their capabilities. Highlights instructional strategies based on exploration, the development of competence, reciprocity, and emulation. (DMM)