A study was conducted to determine the effects on teachers of participation in an interactive research and development project. The project involved classroom teachers, university researchers, and staff developers in collaboratively conducting the research and disseminating the findings. (Author/PP)

Planning change through faculty and administrative development is discussed. The development of a comprehensive faculty and administrative development program involves instructional, curricular, organizational, personal, and professional development. (Author/MLW)

Three sets of relationships between evaluation and staff development are identified: (1) evaluation for staff development in which data from evaluations suggest the program content; (2) evaluation of staff development in which evaluative activities become opportunities for problem solving; and (3) evaluation of staff development in which…

Proposes three concerns for an effective professional development program. First, both the institution's and individual's goals must be incorporated. Second, the program design should be grounded in adult development theory. Finally, implementation strategies must capitalize on the adult staff member as a self-directed learner. (Author/RC)

Discusses the relationship between teacher and counselor roles. Defines the role of the human services educator and the expanding focus of teacher education. Discusses how the human service educator model incorporates the mutual professional interests of counselors and teachers. (Author/RC)

In two studies, experienced teachers who demonstrated enthusiasm and commitment to self improvement listed causes of teacher burnout, including: (1) the repetitiveness of physical education teaching; (2) additional employment; and (3) inability to cope effectively with both teaching and coaching. (JN)

The main cause of professional burnout is stress. Both teachers and counselors are experiencing professional burnout in increasingly significant numbers. Solutions to the problem of professional burnout include: (1) a more realistic professional training; (2) improvement of organizational structure; and (3) relaxation techniques. (JN)

Presents three keynote speeches focusing on the topics of leadership development in mental health services administration and ethical dilemmas in the administration of mental health services. Suggests that didactic content and specific skill training activities must be provided for administrators at all levels. (HLM)

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

Describes a rehabilitation counselor program which includes a package series related to intake interview skills, goal-setting, and systematic caseload management. Develops counselor skills including caseload management, relationship building, intake interviewing, arranging diagnostic services, diagnosing client problems, and goal-setting…

Listed are seven devices which a teacher can use to measure his/her classroom skills in order to improve teaching effectiveness. Also included is a description of various teaching partnerships, and ideas for transferring the skills of teaching to other professions. (KC)

Developing basic competencies of the successful professional is seen as the purpose of professional education. The basic competencies of the applied behavioral scientist are described. The conditions and processes for developing competencies are discussed, emphasizing the need for multi-modal learning experiences and the development of the whole…

Reviews the development of the profession, and identifies important issues in the process and structure of graduate clinical education. These factors are related to an analysis of the graduate curricula, the clinical practicum, and the selection and evaluation of students for masters programs in marriage and family therapy. (Author)

Elementary principals (48) and elementary teachers (57) prioritized 24 possible professional growth methods. Supporting previous research, first priority item was "workshops at schools." Other highly rated methods were observation of other teachers, classroom demonstrations, participation in curriculum development, and personal analysis of…

Describes the Teachers' Centers Exchange, a national network supported by the National Institute of Education, whose purpose is to articulate, upgrade, and spread innovative practices in education. (APM)