Teachers should be more comprehensively involved in process of school reform than current reports suggest if schools and teaching are to be improved. Teachers can be more involved through pedagogical roles where they model teaching excellence; mentoring roles for new teacher induction; assisting roles for continuing education of peers; research…

The future of faculty development programs will benefit most from a systematic assessment of program goals, a factor often ignored or taken for granted while program process and product are evaluated. (MSE)

Higher education must place a premium on academic self-renewal during the remainder of this century when the opportunity to provide for new ideas and new skills through hiring new faculty will be constrained. It is important that professors recognize the mutuality of institutional interests and self-interests in meeting these challenges. (CH)

Institutional vitality will require imaginative linking of professional development of individual faculty with carefully planned development of academic programs and institutional policies. Academic advising is discussed as faculty development. Faculty anxiety about scholarly production is described. (MLW)

A unique approach to promoting faculty renewal is reported that incorporates faculty-designed conferences focusing on issues of personal and professional development followed up with advanced workshops, special training courses, discussion groups, articles in campus publications, and regularly scheduled seminars. (MSE)

Discusses graded positions in Great Britain, emphasizing "scale posts" (teaching positions carrying managerial responsibility). Recent surveys reveal that most teacher-managers do not perform these roles effectively and may regard "scale posts" as rewards for classroom teaching. This paper relates differential salaries to…

New York University provides incentives in the form of grants to faculty who offer innovative solutions to institutional challenges by attracting external financial support. Diverse faculty initiatives include curriculum development and reorganization, instructional improvement, academic advising, student involvement in faculty research projects,…

Public attention generated by recent educational reports can substantiate the need for staff development. When comtemplating recommendations from these reports it is important to consider basic educational equity issues. (DF)

Educators and the public must study recommendations from national educational reports to discover strengths and weaknesses and then select those that match their needs. An example of this process is provided. (DF)

In addition to money, teachers find that status, working hours compatible with family life, sense of affiliation, autonomy, responsibility, and opportunities for creativity and psychic rewards are motivating incentives of the teaching profession. Implications for staff development are discussed. (DF)

Faculty practice (a clinical practice based in the educational institution and staffed and directed by faculty who participate in that practice) is examined as it applies to nursing educators. Elements discussed include faculty responsibility and group functioning, director role, clinical secretary role, clinical setting, patient characteristics,…

A study was designed to assess faculty health behaviors at the beginning of each of the three years of a Health Promotion/Disease Prevention grant for comparisons over time. This article reports the results of the first comparison between the two faculties. (CT)

Current issues confronting teacher education are reviewed in this article. An array of significant opportunities matched with suggestions about the directions that teacher education could take are proposed and described. (DF)

Presented are recommendations that emerged from a conference on the state of mathematics in two-year colleges. The recommendations focus on (1) the curriculum and new technologies; (2) collaborative efforts with secondary schools, colleges, and universities; and (3) faculty development and renewal. (JN)

Interviews with 13 educators who have been deeply involved with differentiated staffing, career ladder programs, or both provided the data for this analysis of why differentiated staffing didn't work, how the two concepts differ, why career ladders are currently popular, and how likely the career ladder concept is to succeed. (PGD)