Describes the philosophy of treatment developed at Brookside Young People's Unit, a second- or third-tier treatment unit for disturbed adolescents. Working as a team, staying with the problem, attending to staff concern, and providing total patient care are discussed. (Author/NB)

The principal of an Indiana high school relates how he involved staff in the development of a writing program (Project Write) through the use of "skills models." Includes references. (MD)

Consists of an annotated bibliography of selected recent publications in the area of career education. Includes some discussion on accessing the materials. (CH)

To benefit fully from the consultants and guest lecturers hired to conduct inservice training for teachers, the McDowell County schools (North Carolina) cultivate a "red carpet" treatment policy for such visitors. Success depends on good two-way communication, efficient hospitality arrangements, administrative presence at workshops, and an…

Direct care staff were taught via picture programs to transfer nonambulatory, severely mentally retarded men between their beds and wheelchairs. The still color photographs illustrated procedures and the addition of study guide questions increased the program's effectiveness. (Author/DB)

The author discusses the use of racial awareness training in staff development programs. He describes the four types of racism: (1) overt institutional, (2) overt personal, (3) covert institutional, and (4) covert personal. He calls for better trainers and training programs. (CH)

Research suggests that current methods of obtaining and training substitute teachers benefit neither substitutes nor students. A staff development program that is continuous, addresses substitute teachers' expressed needs, creates lines of communication, and provides continuously accessible resources is needed. Includes three references. (MLH)

The role of staff development in establishing charactertistics of an effective school was examined in order to illuminate associations. A framework was used to categorize these characteristics into three critical dimensions. Two consistent patterns emerged that are described and used to present broad guidelines for the conduct of staff…

Describes the career development programs used by IBM, Bell Atlantic, and Xerox. They consist of career assessment by the employee, with the manager performing the role of facilitator. The organizations provide an environment conducive to professional growth, training and development opportunities, and support for the programs. (JOW)

Discusses instructing, coaching, and mentoring as three ways in which managers can help their staff. Describes questionaires to measure the use of each approach, reports results from one organization, and considers practical issues in using the approaches. (JOW)

The Comprehensive Instructional Management System (CIMS) is a partnership between the state of New York and local school districts. Regional teams integrate curriculum, assessment, instructional support, and staff development for local schools by focusing on student outcomes. (MD)

This article describes several ways to bridge the gulf between teaching and research. These approaches are divided into three categories: (1) collaboration between teachers and researchers; (2) teachers as the primary researchers; and (3) teachers' study groups. Through participation in research, teachers learn more about teaching. (MT)

This article describes how principals can learn about their teachers' developmental needs and use this information for creative staff development. Many examples are given. (MT)

Staff development programs in school districts have been changing to comprehensive, adaptive approaches that focus on specific needs and concerns of individual teachers. This bibliography gives citations of documents and journal articles that discuss both theoretical and research findings on the improvement of instruction through staff development…

Ten rural elementary schoolteachers participated in two weekends of intensive seminars focused on effective instruction research findings. All teachers were observed three times, both before and after the seminars, and half were given feedback. Results on teacher implementation of teaching behaviors from the seminar are presented. (MT)