A model program, developed by the Institute for the Development of Educational Activities (/I/D/E/A), to prepare staff development specialists for school improvement projects is described. In this model, trainees experience the staff development processes they will be implementing in schools during their training.

Suggestions on how to examine educational programs in business and relate findings from such learning experiences to the school environment are presented in this article. (DF)

Staff development programs should be established by using a set of assumptions grounded in research and best practice. The article examines faulty assumptions that guide too many programs, then presents 14 new assumptions that should guide effective practice and successful staff development. (SM)

The processes of staff development, instructional supervision, and teacher evaluation complement and support each other. The connections between and among them are discussed. Recommendations for implementing an integrated system of instructional improvement are made. (Author/MT)

Research on staff development in rural and non-rural settings provides guidelines for effective practice. Research on rural staff development, however, must be increased and become more systematic and focused. (JD)

Profiles of three introspective U.S. corporations show how they have taken significant steps to promote organizational learning. By considering the implications for schools, staff developers can foster organizational learning practices for professional development and school improvement. This paper discusses the learning organization as a common…

The unique needs of alternatively certified teachers merit a customized induction program. This paper presents data from a recent study of beginning alternatively certified teachers in Oklahoma, examining characteristics of the teachers studied, frustrations among new teachers, insufficient resources and materials, training needs, relationships…

The training and development programs of the NCR Corporation offer useful ideas for educators interested in increasing effectiveness of inservice teacher education. Implications for use of NCR's personnel training programs as a basis for staff development are offered. (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)

A nationwide survey of teachers and administrators showed how central administration can facilitate school-based improvement. Results revealed eight practices that respondents believed helped facilitate the implementation of school-based improvement. Practices related to goals and planning, policy and procedures, staff development, recognition and…

A school district planned and implemented site-based management. Schools developed ad hoc committees (AHCs) and created school management teams and plans. The AHCs effectively allowed school faculties to have input and involvement in developing management plans. The more they employed team building, the greater the impact on intended outcomes. (SM)