The article discusses the benefits of teacher leader programs and outlines a schemata for a program of professional development for teacher leaders. The knowledge domain of a teacher leader program, such as local district needs and interpersonal development, is described. (JL)

Describes the needs assessment, planning, implementation, and outcomes of a staff development program for the Nassau (New York) School Library System, which included three components: (1) area clusters for support and shared expertise; (2) training of cluster leaders; and (3) four full-day staff development sessions. (12 references) (MES)

Argues that environmental education in this information age requires a shift from a paradigm of "information technology" to a paradigm of "information critique." Provides a perspective on the form of this paradigm shift in the area of professional development. (TW)

The needs and expectations of members of the Library Association of Australia are explored in four articles. Highlights include fee requirements, lobbying by the association, the inclusion of information professionals in the membership, the possible role of trade unions, and the distribution of women in leadership positions. (CLB)

Suggests that, despite glib references to "professionalism," the role of teachers as outlined in the British National Curriculum is that of a technician obligated to underwrite prevailing values. (ARH)

The critical element in the quest for excellence in education is development and revitalization of the people who directly influence educational opportunity for students--teachers and all those who support, in one fashion or another, the teaching of students in schools, including school-based and district-level administrators. (JHZ)

A first year secondary school teacher was observed on a weekly basis in order to gain insight into her planning processes and how and why they changed over the year. Changes are discussed in terms of Ryan's four stages of teacher development. Implications of the study for teacher education are presented. (Author/MT)

Indicates a significant difference between trained and nontrained teachers for four instructional practices and for the amount of interaction with other professionals. Shows that the effects of training on students endured for three years for the treatment group at the junior high level. (JD)

In Great Britain school management is often a team function requiring collaboration among colleagues. Management development has centered on training courses provided by specialized outside agencies, "club" style centers, and district or state training academies. (MD)

Presents results from a North Carolina survey on how principals view themselves and other principals. The survey addressed four questions: (1) the individual's actual leadership role, (2) the leadership role they would like to have, (3) the leadership roles assumed by three principals they know best, and (4) the leadership role played by most…

This issue, focusing on keeping current on professional affairs, examines professional development participation, professional attitudes of vocational agriculture teachers, the Agricultural Education Division of the American Vocational Association, professional participation of the beginning teacher and the new teacher educator, professionalism…

Presents information about women in the adult education professoriat of the United States and Canada. Their educational backgrounds, work histories, professional activities, and job and career satisfactions are contrasted with those of men in the same field. The increasing number of faculty women and their varied interests and activities suggest…

Addresses the increasing separation between teaching and research and decides that the still close relationship between the two in literary criticism means that the enhancement of research is likely to be especially fruitful in improving teaching. (NKA)

An interview with Theodore Cavins traces his 50 year career in organized camping, emphasizing changes over the years in camping values and program content. Touches on Cavin's contributions as president of the American Camping Association and director of Camp Mishawaka, his mentors, and his beliefs about camping. (JHZ)

Suggestions to make some Holmes Group proposals into workable platforms for action are made. These include twelve-month employment for professionals, changes in classroom teaching, professional development schools which reflect the unity of the workplace, reconceptualization of professional knowledge, and coordination of teacher education and the…