Cooperative professional development is a process by which teams of teachers work together for their own professional development. Types of cooperative development described include the following: (1) professional dialogue; (2) curriculum development; (3) peer supervision; (4) peer coaching; and (5) action research. (MLF)

The Regional Staff Development Center serves the professional development needs of educators in two Wisconsin counties. Through alliances, networks, and study committees, members help each other maintain the spirit of inquiry. (MLF)

Authors review the clinical supervision model and present a case study of its use in peer supervision. Findings reveal the underlying assumptions of the model are incongruent with school context. (MD)

Examines arguments for and against the use of outside curriculum resources by school districts, describes different types of collaborative arrangements that can be employed by schools, and offers guidelines for carrying out successful collaborative efforts utilizing outside resources. Available from Association for Supervision and Curriculum…

A robotics program involving students from a county vocational-technical school and the high school gifted program provides students with wide-ranging educational experiences and is establishing links between the school population and the universities. (MLF)

Improvement of education will require looking at schools from the inside and collaboration not only among schools but also among the many other institutions that educate. (JM)

Faced with government-mandated restructuring, Dutch secondary schools and universities are networking to tackle school and professional development concerns. The collegial network helps teachers interpret and influence government policies, learn from one anothers' experience, tap into external expertise, and develop new educational approaches,…

An Oregon elementary teacher attributes her best teaching year ever to parents' and community members' voluntary participation. They got involved in four ways--communicating through voice mail, sharing expertise in the classroom, helping gather lesson materials, and participating in monthly learning celebrations. These activities supplemented…

Interviews Eliot Wigginton, a ninth-grade English teacher who led his Rabun County, Georgia, students to collect oral history for their magazine, "Foxfire." Now he and his staff members have set up nine regional networks for teachers desiring to test his instructional model in various K-12 settings. (MLH)

In one Colorado school district, site-based management creates ownership for those responsible for implementing decisions by involving them directly in the decision-making process. This article summarizes the district's mistakes and accomplishments in defining terms and roles, providing support and training, resolving conflict, and managing…

A group of professional staff developers committed individually to different movements cooperated to unite five varied programs: Instructional Theory into Practice (ITIP), thinking skills, cooperative learning, teaching styles and strategies, and reading and writing in the content areas. The group rediscovered the big ideas shaping curriculum,…

The Ambassador Program, a partnership between Ferron Elementary School and the University of Nevada, Las Vegas, pairs university students with at-risk elementary students once a week to serve as role models. (TE)

The Murfreesboro, Tennessee, City Schools have doubled the amount of time schools are open without raising taxes. Instead of going home to empty houses, kids participate in an extended school program offering over 100 courses in recreation, academics, arts, and life skills. Parents and organizations foot the costs; no child is excluded for…

The traditional unfriendly rivalry between English universities and colleges and the local education authorities has been changed in East Yorkshire. There, two colleges and two LEAs have developed a jointly owned, financed, and administered scheme for managing degree awards to teachers. Mutual discontent with inservice training prompted the…

Recognizing that traditional science disciplines are no longer isolated from each other or from other intellectual fields, 16 Los Angeles high school teachers cooperated to restructure their science courses. To replace the "layer-cake" curriculum, the Scope, Sequence, and Coordination Project promotes teaching all secondary students a…