Models presented by four Florida school systems that have attempted to link teacher evaluation, teachers' professional development, school improvement offer intriguing possibilities for educational change. Their conversation has raised number of questions about what should be evaluated and in what ways. Need for teachers to be able to take risks…

Reviews early history of Council on Rehabilitation Education (CORE) through discussion of CORE's development, recognition, and foundation research at the University of Wisconsin, Madison. Describes CORE's multistakeholder program evaluation process and discusses current trends and issues in accreditation of rehabilitation counselor education.…

Supportive supervision softens the hierarchical supervisory relationship by formally redistributing authority between administrators and teachers. The coaching metaphor emerging from the self-directed supervision option foreshadows the extinction of the superordinate/subordinate relationship. Supervisory situations may evolve into relationships…

In addition to traditional competencies required of teachers, working in professional development schools calls for six additional attributes for professional self-efficacy: reflective/reflexive, flexible/adaptive, desiderative, collaborative, conational (will to act), and communicative. (IAH)

Although each of the partner schools which were developed during the 10-year partnership between Brigham Young University and 5 Utah school districts is unique, the partner schools share 4 common components: preservice education, inservice development, curriculum development, and research and evaluation. (IAH)

Establishment of a professional development school by Arizona State University and Tempe (Arizona) Elementary School District has provided opportunities for teachers to make curriculum decisions, shape school procedures and policies, engage in collaborative activities with school and university faculty, and develop greater autonomy. (IAH)

As part of Alberta's Educational Quality Indicators initiative, Spirit River School Division used staff, parent, and student input to develop indicators of effective teaching: 26 teacher behaviors related to planning and preparation, communication skills, teacher-student relationship, and instructional strategies. The indicators provided a basis…

Reviews systems approaches as a way of analyzing a distance-education professional-development program and, in particular, issues of management. The strength of the systems approach lies, among other things, in the ways it relates distance-based professional development to environments both internal and external to the institution. (Author/AEF)

Focuses on issues of teacher education that concerned contributors to the journal 25 years ago and reflects on how they have developed. Suggests that there has been a loss of intellectual vitality over this period and blames this on government policies, especially the extension of market principles to education. (DSK)

Studies of portfolio construction and compilation involving 35 Israeli principals and 14 Dutch managers show that high-quality portfolios can only be expected after sustained use, but that the use of portfolios has an immediate impact on views toward assessment. Portfolios are time-consuming, but can provide effective feedback to the learner. (SLD)

Assesses sex and race differences in student science achievement in urban middle schools where teachers were involved with Ohio's statewide systemic initiative professional development. Contains 51 references. (DDR)

Analyzes the role/function of didactics in preservice teacher education as presented in official texts from the ministries of education of Quebec and France. Demonstrates the vulnerable and limited position of didactics in teacher-education. Compares features of the two teacher education systems; notes differences relating to training in…

Several factors separate teacher education from its traditional place in higher education. Without appropriate responses this separation will accelerate, possibly relocating teacher education to off-campus sites and other providers. This article examines the perceived inability of teacher-education schools to respond to K-12 reforms and related…

Explosive changes in social, demographic, economic, and ideological factors in America require public education to respond with its own changes to assure competent citizens for the 21st century. School psychologists play an active role in school reform. Too frequently, school psychologists have been limited to testing to the exclusion of other…

Considers an interactive messaging system that was set up on the Internet to enable Hong Kong teachers of English to discuss language-related issues as part of the TeleNex teacher-support network. Describes how grammatical explanations based on the analysis of corpus data are routinely used to answer teachers' queries. (Author/VWL)