Argues that the Concerns-Based Adoption Model (CBAM) is useful for evaluating and guiding staff development within gifted education, explaining use of the CBAM to evaluate reform and professional development revolving around the Schoolwide Enrichment Model. Discusses use of CBAM procedures in conducting focus groups and conferences with teachers,…

Examines teachers' inner reflections and exterior manifestations as they participated in a mathematics-reform effort. Describes the analysis of three elementary mathematics teachers as they struggled with issues of reform and traditional teaching in relation to personal values and beliefs. Concludes that teachers devised personal, complex, and…

Argues that accountability is the way to improve teacher effectiveness, but that it requires the obligation of teachers to learn from assessment as to whether they are achieving their goals and to act on that learning in a timely and effective way. The author discusses the problems of using accountability in educational reform and explains how it…

Describes an experienced elementary teacher's understanding of the process of change in her science teaching practice. Uses reflective practice and critical introspection to look into her past and deep into her current thinking and practice as a key element of the interpretive process. (Author/SAH)

This case study of teachers' professional development in instructional technology explores three assumptions: teachers are at various levels in their knowledge and use of technology; staff development needs to be based on currently construed best practices; and teacher's professional development in technology may serve to further larger goals of…

Most teachers welcome the opportunity to become more effective educators, and look for ways to improve their own teaching practice. With the dizzying array of state tests, district assessments, and program-specific rubrics, many are at a loss as to how to begin using data to improve their practice. There are many ways teachers can use data to…

This paper presents findings of a study that examined educators' perceptions of restructuring in nine Oregon Network schools. These schools participated in a federal grant designed to help schools focus on the "central variables" of restructuring--learner outcomes, curriculum, instructional strategies, and assessment. Variables that…

Designed to serve as an introduction to instructional development for the teacher or graduate student who has not read extensively in the field, this chapter presents an operational definition of the instructional development process; explores the human dimensions of the process; provides graphic models of instructional development; and makes…

Project EFFECT is a program for implementing educational change that is currently being used by the St. Louis Board of Education. After initial inservice training, the faculty of a school develops a plan for improving the school program. Subsequent phases are outlined for the inclusion of parental advice, implementation of the program, and…

This review of the literature on in-service teacher education focuses on two points: 1) the teacher as an individual in the process of change and 2) the variables necessary to promote change. The introduction presents the purpose and types of in-service programs as well as current practices and assumptions surrounding the programs. Some of the…

Maximum gain from teacher staff development programs can be assured through careful planning that accommodates novice and experienced teachers. Establishing clear student achievement goals linked to staff development is also important. Includes tables and references. (MD)

Laboratory schools offer an ideal setting for innovation and systematic educational inquiry. Despite the decline in their numbers after World War II, these schools serve needs still strongly present in American public school education. It is time for renewed support of existing schools and development of new ones. (Author/MSE)

The etymology of the term "clinical supervision" is discussed. How clinical supervision can be used with teachers as an active force toward reform and change is then examined. Through clinical supervision teachers can assist each other to gain control over their own professional lives and destinies. (RM)

This inservice teacher education packet discusses professional development. Six sections examine: (1) "What is Professional Development?"; (2) "How is Professional Development Changing?"; (3) "Why Does Professional Development Need to Change?"; (4) "How Does Professional Development Need to Change?"; (5) "How are Professional Development…

This study examined the types of support, resources, and professional development that teachers considered the most beneficial in implementing curriculum reform. Participants were 185 literacy teachers from urban, suburban, and rural middle schools in a northwestern state. The study used questionnaires to collect information about teachers'…