Describes a five-year Canadian-Indonesian faculty development project that involved a variety of activities and resulted in sustainable faculty development, namely the creation of faculty development centers in two post-secondary institutions. Discusses the mentor-mentee relationship, developing expertise, understanding multiple cultural contexts,…

Offers preventive measures for the elimination of continuous and costly faculty development remediation programs. Suggests that success-oriented faculty members should actively adopt effective preventive measures against failure by seeking continuous appraisal, formulating goals, arranging a planned positive socialization process, and documenting…

A Bedford, Massachusetts, middle school lived through a series of critical incidents while moving into site-based management. Flaps developed over minute-taking responsibilities in faculty meetings and a student exchange arrangement with an inner-city middle school. A "pyramiding" process to close the communication gap helped maintain…

Characteristics and concerns of faculty development programs are briefly outlined to suggest reasons for the dearth of research in this area of program evaluation. The lack of representative and accurate outcome measures is seen as the central reason behind the lack of research. (TJH)

Identifies areas of knowledge principals need to guide staff development, focusing on qualities of principal-staff developers, and the principalship (programs to help train staff developers, and delegation of staff development roles). Recommendations include establishing district staff development programs and intervention for principals having…

Argues for a continuing focus on writing across the curriculum. Explores one community college which encouraged writing across the curriculum through a cross-curricular committee, staff development, and a common book program. Concludes that a single writing teacher or department cannot promote writing as well as such a unified effort can. (SG)

The following are features of effective teacher development: (1) a positive climate for change; (2) carefully planned activities related to explicit program goals; (3) relevant theory and research; (4) active participation; and (5) practice, feedback, and support for transfer of learning. (SK)

A survey of full- and part-time faculty (n=510) in 10 Canadian dental schools found perceived faculty development needs related to individual characteristics such as employment status, clinical teaching functions, administrative duties, educational background, and sex. Programs should be revitalized and tailored to address perceived needs. (MSE)

Reports the views expressed by Ontario educators in response to an earlier article on teacher induction programs. Discusses the need and rationale for induction programs, their funding and governance, professional status issues, enabling factors, the role of mentor teachers, and program evaluation. Contains 15 references. (SV)

Many universities seeking to upgrade their faculties are willing to offer educational assistance scholarships, loans, and grants to current faculty. This permits a university to retain and upgrade desirable faculty while encouraging them to increase their academic credentials. Ways to minimize the tax consequences are explored.(MLW)

Secondary educators can create blocks of time for teachers and students to study and learn so teachers can enjoy professional growth opportunities without sacrificing students' instructional time. The article provides a scheduling plan, explaining how to modify schedules to offer teachers extended planning or development periods on a rotating…

Surveys of seven master elementary teachers examined how they understood their professional development and investigated personal and institutional characteristics that facilitated acquisition of professional expertise. Results suggested the need to offer staff development opportunities that accounted for within-stage differences and between-stage…

It is proposed that, because college faculty unions have the responsibility of promoting members' professional and economic status, they should initiate and support qualified faculty development programs. New faculty in particular should work with faculty and administrative leaders to ensure that their personal development and institutional goals…

Examines the origins and implications of the false dichotomy between teaching and research. Finds the roots of the dichotomy in public schools. Addresses problems caused by failure to recognize the links between teaching and research, including cultural dissonance, faculty isolation from their discipline, and benefits of faculty research. (DMM)

The response of Sydney University to recent union agreements concerning the restructuring of Australia's faculty reward system is described, especially as it concerns new requirements for faculty development and evaluation. It is concluded that the new policy is a more enlightened one, emphasizing development over assessment. (MSE)