Elementary, middle, and high school teachers from several school districts in California and Georgia share their experiences with designing and using study groups. Teachers report that the study groups identified educational and school needs, promoted teacher empowerment, increased collegiality, and kept teachers up on current issues and research…

A peer coaching program in Georgia involved 22 elementary teachers as participants in professional development to stimulate their cognitive development. Teachers learned the peer coaching process, then participated in four coaching cycles. The program raised their conceptual levels, reduced teacher isolation, and developed more positive attitudes…

Whole-faculty study groups can help the entire faculty integrate and implement effective teaching and learning practices with the goal of increased student learning. The paper describes the reasons for and the development and implementation of whole-faculty groups, then examines one consultant's experiences with such groups in Georgia. (SM)

Educators from five states describe how state department initiatives and state legislation have affected staff development, noting how staff developers have influenced and responded to those efforts. (Author/SM)

Describes the planning, facilitation, continuation, and evaluation of Designing Successful Learning, an effective staff development program created to facilitate district restructuring and improve student outcomes. The program focuses teachers' attention on cooperative learning, interdisciplinary instruction, performance assessment, student…