Two ever-present occupational hazards that persistently weaken educational efforts in schools are (1) organizational aspects of the institution that distract from the goal of helping young people become the best possible individuals they can, and (2) infatuation with the means of education to the extent that the ends of education are not central…

Proposes the use of teacher sabbaticals to improve the quality of teachers. Includes a list of recommendations for implementing a sabbatical policy. (MD)

Attitudes about teacher sabbaticals are sharply divided and, as funding grows scarcer, get more controversial. Teachers should plan sabbaticals that will improve their teaching, and school boards should be assured of good, long-term returns on their investments of sabbaticals. (MLF)

This paper focuses on the positions espoused by Linda Darling-Hammond and Chester E. Finn, Jr., during a March 26, 2000, debate between the two scholars. The document contains four sections: (1) an edited transcript of the main part of the debate that contains additions from both participants for the revised May 8 edition of the paper; (2)…

Research shows that preschool produces the strongest effects when teachers are well qualified. Noting that most Head Start preschool teachers do not hold even the minimum teaching degrees required to teach kindergarten, this policy brief looks at the costs of putting highly qualified teachers in Head Start classrooms to improve the effectiveness…

This paper critiques England's teacher in-service training program, called Grants for Education, Support and Training (GEST.) The paper notes that funding is only available for national priority areas and argues that the impact of this approach is leading to a lack of necessary training for special education teachers. (JDD)

Finds fault with federal and local attempts to improve and influence the teaching profession. Points out that federal and professional standards are fruitless or counterproductive in the absence of local organizations that can apply them in the classroom. (DR)

Criticizes reports on educational reform for possessing an ideological climate in which inquiry and dissent are quieted, and vocationalism (packaged as academic courses) is rampant. The reports compromise between influence and insight and neglect fundamental problems such as inability of schools to provide students with critical abilities needed…

Analyzes trends in educational reforms in the context of conflicting needs for both educational excellence and equal access to education. Discusses the difficulty of balancing these demands in the preparation of school personnel and in school reform through choice programs. (FMW)

Discusses the implications of five-year teacher preparation programs. Argues that different strategies and curricula should be tested and evaluated before mandating major system-wide changes in teacher certification requirements. (FMW)

Six "silver bullets" that could raise student achievement are (1) set national standards;(2) make sure all students can read; (3) improve the quality of teaching; (4) demand from vendors better textbooks and teaching materials; (5) encourage charter schools; and (6) collaborate, coordinate, and redefine resources. (MLF)

These guidelines were developed to provide an overview of faculty development issues and concerns. The first section reviews the principles of faculty development, citing the California Postsecondary Education Commission's (CPEC) classification of faculty development activities into the categories of professional, instructional, curriculum, and…

State Education Agencies (SEAs), in their pivotal role of representing the interests of both the public and the education establishment, must make constant reassessment of the directions which may be taken to improve education, and of the policy issues and options to be examined. These policy-level considerations can be brought into focus by…

Examines ways principals can make more effective use of their central place in the professionalizing of teaching. Suggests that principals ought to create environments that enable teachers to discover their own skills and talents. Principals' support groups and centers can be helpful in facilitating this process. (DR)

A union leader relates his experience with the Toledo, Ohio, plan for identifying and dismissing incompetent teachers. Principals and supervisors resisted the peer review system at first, but later changed their minds because of its success. (TE)