The Idaho State Department of Education has mandated a professional growth requirement for all certified educators and requires school districts to develop and implement a professional development plan. This handbook is designed to assist in the implementation of these requirements. The following topics are addressed: (1) professional development,…

Staff development is a requirement adopted by the Oregon Board of Education in the elementary/secondary standards as well as in state statutes. The purpose of these guidelines is to assist local Oregon school districts' board members and administrators in meeting staff development needs. The contents are suggestions; final responsibility for…

Teacher competency is the focus of this book, which serves as a guide for educational administrators who want to improve their teachers' effectiveness. Topics covered include testing teachers for competency, administrator role in improving principals and teachers, teacher evaluation, inservice education, and teacher centers. (Author/LD)

Examines the process of English professors taking a year's leave of absence in industry. Discusses useful job activities; effects that the work can have on teaching, research, and interaction with colleagues; pitfalls to avoid in planning a leave; and ways that department heads can help make the leave flow smoothly. (MM)

Criticizes Madeline Hunter's teaching model emphasizing a perceived mechanistic and simplistic approach. Also stresses the ways the author feels the model negates the teaching of thinking skills. Attacks the scientific approach of Hunter's model, its philosophic perspective, and the training process. (MD)

Describes a pilot project in the schools of Edmonton, Alberta (Canada), where the model of teachers-as-researchers encourages teachers to explore aspects of their own teaching and question their practices. It is seen as a form of professional development allowing teachers to develop their own theories and enhance their teaching skills. (MD)

Describes a program in which classroom reading teachers learned a simple analytical approach to creating computer programs for their own use. (CRH)

Incompetent teachers must be identified and assisted, and if they fail to improve, they must be dismissed. An eight-point strategy for school district administrators to use in identifying and assisting less competent teachers is presented. (RM)

Describes the positive effects of collaborative teacher teams. Such team efforts can produce good research, provide professional development, and encourage greater collegial interaction. Includes reference list. (MD)

Suggests that effective staff development involves a process that asks basic questions about the learner; about aims, goals, and objectives; about content; and about learning activities. (HOD)

Presenting their Integrated Model for Training and Supervision of teachers, the authors outline the sequential steps in its use. (MD)

This book provides an array of strategies that can help teachers, administrators, and staff-development personnel as they plan, develop, and deliver content within extended periods of instructional time. It emphasizes the importance of teachers and administrators working together to improve instruction and contends that staff development remains…

Advocates that, if the preferred time for developing skills in indirect teaching is when the teacher is motivated to implement those skills, the emphasis upon indirect teaching should be shifted from preservice to inservice teacher education. Offers guidelines for development of listening skills to permit more effective interaction with learners.…

Client-centered supervision is a personal participatory, and developmental approach, which finds its roots in the "third force" psychology of Carl Rogers. It requires a supervisor of sensitivity and humanistic orientation. Teacher evaluation criteria under this system focus on three areas: learning climate, program content, and…

Discusses the characteristics of expert coaches, using several well-known expert coaches as examples. After detailing five distinct characteristics of expert coaches, the paper makes suggestions related to those five characteristics which coaches can use in developing their own expertise. (SM)