Describes competence assessment as a method by which counselors can relate staff development directly to success on the job. Discusses collecting data to identify critical counseling competencies and constructing learning experiences to promote competence. Offers some general principles for staff development. (Author/RC)

Outlines recommendations for programs for the preparation and continuing education of teachers of English and language arts at all levels. Lists those writing, reading, and responding opportunities that such a program should provide, as well as guidelines for developing practical and theoretical knowledge. Developed by CCCC Task Force on the…

Current training programs generally address technical skills needed for department administration, but generally do not treat interpersonal problem-solving skills. A method found effective is the use of trigger films and discussion. Simulated but realistic situations are presented that represent common staff problems and managerial tasks. (MSE)

Describes the evolution of the library staff at Dickinson College in Carlisle, Pennsylvania, from a hierarchically organized staff with faculty status to a professional staff with the status of librarian, distinct from that of faculty or administrator. Such topics as hiring requirements, professional development, and evaluation criteria are…

Identifies professional attributes which are desirable in engineers and describes specific methods used by the University of Portland to encourage these qualities in their undergraduates. (CS)

In 1965, the United States Congress established the Teacher Corps with the ultimate goal of broadening teacher preparation programs and improving educational opportunities for children from low-income families. The program requires that local projects incorporate characteristics that reflect current educational concerns. (JN)

Suggested ideas for the effective use of the student teacher in the early stages of the assignment include: allowing the student teacher to work with small groups of students; team teaching at least one unit; and having the student teacher prepare a special activity related to one of the subject areas. (JN)

The author advocates the involvement of nursing school faculty in continuing education for nurses. Among the benefits to the teacher is the opportunity to integrate theory with practice and bridge the gap between nursing education and nursing service. (SK)

Following a brief discussion of the "occupational diseases" of teaching are some questions which teachers can ask themselves to help define for themselves how they might use the teaching process to enrich themselves as people. (KC)

Describes the services provided by Lansing Community College's Professional Resource Center (Michigan). Focuses on the archival function of the center, its role in circulating and collating professional literature, and its administrative reference and searching services. (AYC)

In six multi-agency social service departments, an analysis of centrality (access to interpersonal interaction, communications and professional exchange) found that white men were consistently able to position themselves in organizations to make better use of their professional networks than non-whites or women. Education, age, and formal rank…

The American School Health Association (ASHA) surveyed its members who were nurses to identify their needs for improved member programs and services. Recommendations include that the needs of both school-based nurses and those with administrative roles be considered independently for annual meeting programs. (JN)

Presents a career development self-inventory for school library media specialists to use in assessing their career needs, and to aid in developing strategies to reach their professional goals. (Author/BK)

Competency in athletic coaching has been a professional concern for many years. In the future, the coach in training will be held accountable for demonstrating a measure of proficiency in performing essential competencies. Athletics may be restructured to achieve more cognitive, psychomotor, and affective learning. (JN)

Educators may find that thinking in ways that are self-reflective, strategic and tactical, imaginative, and social will tend to enhance their skill for engaging in the important process of human communication. It is doubtful that educators can communicatively organize themselves when an information overload exists. (CJ)