Teacher centers are examined in terms of their differences, their assumptions about teaching and staff development, and their possibilities as complements to other staff development activities. The question of who and what are seen as resources, the kind of assistance centers provide, and the issue of responsibility and control are discussed. (JMF)

Provides guidelines for the instructor's personal conduct and group control. Suggestions for instructor conduct include start on time, look and act like an instructor, speak to be understood, and be prepared. Group control focuses on silent individuals, monopolizers, and sidetrackers. (CSS)

Describes the development of a school-based reading policy in an elementary school, including staff development, development of policy, general aims, and selection of reading materials. (FL)

The authors describe an inservice program designed to assist elementary school personnel in the implementation of mandated health education programs in New York state. (MJB)

Reports a management consultant's system of employee appraisal, as outlined in a seminar he conducted for business executives. In addition to improving productivity, performance appraisal is needed to insure nondiscriminatory personnel practices and to provide employee recognition without a compensation link. Most companies can't afford money as…

Describes a curriculum developed to train rehabilitation professionals in sexual counseling for disabled persons within the context of normalization and social integration. The curriculum consists of didactic, experiential, and clinical training components. (BM)

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

A review of staff attitudes toward the aged in nursing homes suggests the presence of a negative feedback situation between staff and patients that promotes negative attitudes toward aging by both parties. Suggestions for improvement in the nursing home environment are given. (Author)

This article describes a consultation model. The project's goals are to create educational environments that encourage students to explore a wide range of career and life-style options, to facilitate personal growth for educators, and to facilitate institutional change that will expand options for both women and men. (Author/JEL)

Argues that only through comprehensive personnel development can school systems meet the requirements of PL 94-142, the Education for All Handicapped Children Act. Discusses some implications of the act for inservice education. (Author/JG)

In an institutional setting for retarded children, 14 staff members were observed during the administration of teaching programs. (Author)

Describes an inservice program used by the Los Angeles School District for training school administrators, program coordinators, and instructional staff members in developing plans for implementing and evaluating instructional programs. (JG)

Describes the objectives, administration, design, activities, and costs of the comprehensive management development program at De Anza College, California. (RT)

The variety of Canadian colleges, the national commitment to education, the diversity between provinces, and the relationships between colleges and universities present unique staff development problems. A national forum is proposed to meet identified needs. (RT)

Describes Performa, a highly individualized and flexible faculty development project based on equal participation between the University of Sherbrooke and participating Quebec community colleges. (RT)