Maintains that professional development for teachers should begin at recruitment and end at retirement and be an important part of the national education reform as put forward by the Goal 2000 Educate America Act and the Improving America's Schools Act. (BB)

The roles of clinical professors in the professional development school component of the preservice program at Indiana State University are described in terms of four strategies: building infrastructure, establishing trust, implementation, and evaluation. Early undergraduate field experiences are the focus of the discussion. (IAH)

The Fort McMurray Catholic School District (Alberta) developed a teacher evaluation model based on constructive staff feedback and teacher support. The model includes mentor teachers, peer coaching for teachers and administrators, and ongoing staff development. Plans for research to assess the model's effects on student achievement are discussed.…

In 1987, Oregon moved to an outcome-based approach to teacher preparation and licensure, insisting on evidence of learning gains by students taught as one of the accomplishments that teachers need to demonstrate. Oregon's program and its implications for teacher education and educational improvement are discussed. (SLD)

Teams of teachers participating in CaseNET, an effective online professional development program, can analyze real life case studies and learn from their analyses. Since the program is delivered via the Internet, videotapes, and print materials, teachers can earn college credits by taking courses at their school or at a nearby university. (MLH)

Surveys 16 tribal community-college presidents to gauge their perceptions of the impact of Ernest L. Boyer's 1989 Special Report on Native America's tribal community colleges. Asserts that veteran presidents need to mentor their new colleagues regarding this important document, and that the presidents should reassess Boyer's recommendations and…

Addresses issues related to the need for and development of standards for Professional Development Schools (PDSs), describing the work of the PDS Standards Field-Test Project (operating under the auspices of the National Council for Accreditation of Teacher Education). The paper discusses what PDS work is, characteristics of PDS work, conditions…

Southeast Missouri State University has collaborative partnerships with local school districts and Professional Development Schools. This article reviews the partnership processes and describes challenges experienced by both the university and the schools related to communication among partners, availability of physical space, university faculty…

Investigated what a diverse group of students in grades four through eight thought about the teaching and learning occurring in their Professional Development School (PDS). Surveys and focus-group discussions indicated that students had an overall good feeling about the PDSs, and the PDSs had a positive impact. Students made suggestions about how…

The proportion of time that teacher candidates in field-experience programs spent on eight types of classroom tasks was examined for two field-experience programs that differed in constancy of placement. In both programs, teacher candidates spent most of their time on clerical tasks and little time on whole-class teaching (their most valued task).…

Describes the organization of a regional symposium to provide a learning environment that promotes professional development of graduate engineering students and the interactive exchange of ideas among regional industries and universities. Includes a brief history of the event, goals and guidelines for hosting such a symposium, and an illustration…

Illustrates, through the example of a classroom "trial" in an urban junior high school, how letting students control classroom discussion (within an orderly overall framework) set the stage for increased learning and better student participation. (SLD)

A study of 89 educators who participated in a workshop course on educating students with attention deficit hyperactivity disorders (AD/HD), found these educators demonstrated increased knowledge, positive attitudes, and perceived competence for educating students with AD/HD. Course evaluations, journals, and interviews provided information about…

Identifies key elements used in a comprehensive effort to establish anti-racism as a core value in the Newton (Massachusetts) Community School District. A professional-development course on anti-racism and effective classroom practices provided a common language and conceptual framework for moving to actively inclusive practices. Contains 11…

Presents strategies from six schools and two districts that won this year's U.S. Department of Education Model Professional Development Awards. Some of their strategies include teacher collaboration to plan professional development; teachers as leaders of learning for themselves and their peers; external partners providing expertise and resources;…