A request for the creation and implementation of environmental education in the northwest region of Washington state is prepared in this project proposal. Designed as a model to aid in the development of a state plan for environmental education, this interdisciplinary, field- and people-oriented project of the Northwest Environmental Education…

THE CASE STUDY TECHNIQUE WAS USED TO RECORD AND ANALYZE THE FUNCTION AND EFFECT OF A FIVE-MAN ELEMENTARY PRINCIPAL TEAM OPERATION OF FIVE SCHOOLS. EACH TEAM MEMBER SHARED THE VESTED RESPONSIBILITY, ADMINISTRATION, AND INSTRUCTIONAL TASKS OF EACH SCHOOL BY PARTICIPATING IN GROUP PLANNING SESSIONS TO MAKE DECISIONS CONCERNING PROBLEMS IN THE FIVE…

This is one of a series of eight short monographs intended to aid practicing educators in planning and conducting accountability programs in schools. This booklet discusses how to plan and conduct a competency-based staff development program as part of an overall accountability program. Short sections focus in turn on various steps in the…

Implications for staff development are discussed using an empirically tested model that measures the developmental level of teacher concerns as they deal with innovative ideas. The focus is on specific stages of concern as a way of better understanding relevant interventions useful to the staff developer. (JMF)

A secondary analysis of the Rand Change Agent Study describes four broad factors underlying the understanding of staff development: institutional motivation, implementation strategies, institutional leadership, and teacher characteristics. These factors are used to suggest specific staff development activities. (JMF)

Georgia is developing a state system to grant teacher certification on the basis of classroom performance and teaching effectiveness. In addition, a system of supportive supervision is available to each local school system as it develops plans for beginning teacher staff development. (Author/MLF)

Recognizing that effective management of personnel requires continued growth on the part of supervisors, the author describes a series of management seminars designed to meet these needs. (KR)

A chart describes five professional education categories and outlines the characteristics of each category. (JD)

Describes a model of staff development for use with teachers. The program develops congruency by demonstrating to teachers that they need clear and attainable goals and that these goals must be personally consistent and rewarding. (Author)

This article describes a behaviorally focused in-service training program for paraprofessional resident assistants. The format used includes workshops and seminars taught through experiential learning, structured experiences, short lectures and small group discussions. The theoretical base of this program is developmental learning theory. (DOW)

Describes the "floating faculty" program developed by the Prince George's County (Maryland) Public Schools to provide onsite inservice training for school faculties in the district through the use of specially trained personnel that make up a "faculty-without-a-school." (JG)

The author discusses the following five primary elements which he considers as constituting the professional development process: Work assignment, coaching and supervision, career planning, education, and outside pursuits. A conceptual structure for describing professional development goals is also outlined. (TA)

Explores teachers' and administrators' preferences for the content of and methods of presentation in staff development programs. A strong collaborative effort with teachers in addressing and identifying mutually agreed on priorities, needs, and weaknesses is recommended. (Author/IRT)

Videotapes from a behavior modification training program for five ward attendants in an institution for the mentally handicapped show these personnel tend to depend too much on verbal prompts and physical guidance. (JG)