Explores some of the issues inherent in a systems approach to professional development in early childhood education. Discusses the common core of knowledge that is shared by early childhood education professionals. (BB)

Simply involving teachers in decision making does not ensure a more effective school. As one San Diego high school's experience with strategic planning shows, teachers must have previous experiences that stress personal validation, build collegiality, and provide opportunities for inquiry and reflection. Principals must be able to gauge staff…

The first two recommendations outline the rationale and specific elements underlying, respectively, a curriculum assessment guide and a learning resource guide fundamental to environmental education. The remaining two recommendations concern government funding for both inservice and curriculum development. (JJK)

The purpose of this study was to determine what classroom teachers (n=200) consider the most important components of professional development schools and to determine what classroom teachers view as the most important skills to be taught public school teachers who will be involved in professional development schools. (IAH)

Describes four community college peer mentoring programs implemented at Niagara County Community College (New York) to update faculty members' skills, promote cross-discipline cooperation, improve new/adjunct faculty teaching, and improve teaching skills through interdisciplinary mentor teams. Analyzes results of the peer mentor projects. (MAB)

Interviews with 27 Korean university faculty members who had been graduate students abroad investigated their experiences as foreign graduate students, socialization to the professoriate, and attitudes about preparation for academic careers. Two themes emerged: (1) Westernized expectations concerning teaching and research, and (2) emphasis placed…

Describes a four-step process to involve teachers in self-evaluation that results in performance ownership. When supervisors incorporate teacher self-assessments into classroom observation reports, teachers are more willing to engage in follow-up professional growth activities and perceive supervisors as helpers in the process. (MLH)

A National Staff Development Council (NSDC) survey examined the status of staff development and staff developers in North America. This article summarizes data from 1,057 respondents focusing on identity of the field of staff development, resources for staff development, demographics of NSDC members, and the role of higher education. (SM)

Information about adulthood that evaluators need to consider as they help others grow is presented as a series of templates of development and change. Examples are given of growth receptivity at different ages and positions in life. In self-development evaluation, the individual might write an Individual Development Plan. (SLD)

Integrated portfolios can establish accountability for novice teachers and support professional development for novice and experienced teachers. Comprehensive portfolios for evaluating novices and critical incident portfolios for evaluating experienced teachers are described, and procedures for their review are discussed. Illustrations of their…

Tazewell Express leaves after lunch and returns to campus at midnight, as three educational administration instructors from East Tennessee State University travel to teach a cohort of teachers aspiring to become school leaders. The cohort will complete six themes developed from skills and competencies inspired by the National Policy Board for…

Focuses on mentorship as a policy mechanism for women educators in the Queensland (Australia) school system. An alternative to the elitist traditional mentorship is essential, if women are to break through the glass ceiling at middle- and senior-management levels. Since cross-sex mentorship is unavoidable, male administrators must be supportive of…

Professional development schools (PDSs) can be considered both organic and synergistic. Six principles form the basis of a framework that may be used to guide initial efforts to develop PDSs. (IAH)

Argues that the primary responsibility of professional art education associations to their members is advocacy. Explains four areas of advocacy: (1) public awareness; (2) professional development; (3) policymaking; and (4) patronage. Concludes that art educators must join together to advance the cause of ethical art advocacy. (CFR)

Pennsylvania State University's York and Harrisburg campuses were challenged to create a master's degree program for York County that would focus on teachers' perceived needs and the school district's strategic-planning initiatives. A year later, 66 teachers began taking courses in a master's degree program developed by educators from 14 school…