Defends the claims made in an earlier publication by the authors that inservice programs should be more experiential because the cognitive development of adults is less uniformly advanced than previously supposed and because experiential learning is more effective. Cites additional supportive research. (PGD)

Five useful tools developed by Connecticut consultants can help teachers make sense of standards, design classroom activities, and differentiate achievement levels. These include the sentence diagram, a roll of the die, the mannequin (wardrobe metaphor), Twenty Questions, and the four-rung ladder exercise. (MLH)

In a structured inservice program, implemented by professional staff, teachers are required to participate a minimum of 48 hours per school year in workshops, seminars, and courses with the goal of individual and curricular improvement and professional advancement. (JD)

The Center for Open Education sends consultants to schools to work on-site with teachers; all personnel of the school are involved in planning inservice programs based on school needs; and through affiliation with the University of Connecticut, credit courses are available to participating teachers. (JD)

Describes a districtwide thinking skills program developed by teachers in an Illinois elementary school. (MD)

The Los Angles County Office of Education developed the Educational Communications Network (ETN) to help implement English curriculum reform mandated by the California State Board of Education in 1987. ETN has become an electronic staff development distribution system using satellite-transmitted live and interactive inservice programing. (MLH)

Profiles Andre Allison and Florence Mondry, English teachers at Shoreham-Wading River High School (New York), who have placed composition at the center of their curricula, giving students more responsibility and fostering cooperative learning. Both use reading logs to help students interpret literature intelligently and extract meaning from their…

Describes Project Teach, a program to place volunteers in classrooms. Volunteers from more than 80 area businesses worked to fill hundreds of three-hour teaching slots so that elementary teachers could receive released-time computer training that the district could not have afforded otherwise. (MLH)

Today's staff developers are truly social architects aiming to build a culture of learning by transforming the workplace. When teachers and principals develop as caretakers of learning communities and as collaborators, problem seekers, action researchers, and designers of responsive student-centered curricula, then schoolwork will become more…

To develop a transitional program for eighth graders, two teachers at a Louisville, Kentucky, middle school decided to open communication lines among eighth- and ninth-grade teachers by creating inservice programs and compiling a telephone directory indicating teachers' subject areas. Student communication was encouraged by letter writing and a…

In this successful 10-year-old Salt Lake City, Utah, personnel evaluation program, every employee is entitled to and guaranteed the protection of due process--shortcomings are identified, assistance provided, and peers involved in employment decisions. Employees who cannot provide satisfactory service or learn the necessary skills are dismissed.…

Evaluation of the school-based, collaborative inservice program implemented by 10 elementary schools in Jefferson County, Kentucky, indicates that ideal conditions are not essential to school improvement. Based on the effective schools research model, the project also provided evidence that local schools will adopt successful programs after pilot…

Because race, class, and gender bias have become firmly institutionalized, achieving equity will require more than eliminating individual prejudices. Educators can use dyads, support groups, and personal experience panels to ensure that people stay focused on their personal stories; respect one another; avoid blaming, criticizing, and analyzing;…

Describes a model program developed at Emory University for training Resident Clinical Supervisors, master teachers who teach part-time while providing clinical supervision of other teachers in their school. (JG)

Argues that only through comprehensive personnel development can school systems meet the requirements of PL 94-142, the Education for All Handicapped Children Act. Discusses some implications of the act for inservice education. (Author/JG)