This paper presents and examines the latest research on technology-mediated professional development (TMPD) programs for PK-12 teachers and school leaders. TMPD is defined as professional development that incorporates technology (e.g., computers, Web-based resources, or digital video) as a primary design, delivery, or support component. There are…

There is growing consensus among education reformers that professional development is at the center of education reform and instructional improvement. Teachers need to keep up with the changes in their subject field and developments in current practices and policies. Community colleges can meet the needs of new professional development strategies…

Summarizes recommendations for performance-based preparation and other changes initially made to the Fleischmann Commission. (Author)

A supervisory model identifying profile, action, response, and analysis as sequential steps is outlined. Principal and teacher develop a profile of skills the teacher wants to improve and an action plan for realizing the profile. Students and principal provide feedback, and teacher and principal evaluate growth. (MJL)

The vision for teacher and student development portrayed in the recent National Commission on Teaching and America's Future report does not match classroom reality. A school's compelling vision and stretch goals demand professional development that is results-driven, standards-based, school-focused, job-embedded, matched to desired instructional…

Discusses findings of the National Commission on Teaching and America's Future that indicate that high teacher turnover and attrition are the greatest threats to teaching quality. Topics include redesigning schools; redesigning teacher preparation programs; professional development; successful learning environments; and schools as learning…

Four lessons about middle school teacher professional development are drawn from data collected from middle school teachers and administrators. Findings reveal that most middle grades teachers lack middle grade certification, professional development may be offered in many forms, a mismatch exists between availability of development activities and…

Four authors reflect on the life of Madeline Hunter, who was a recipient of the National Staff Development Council's Contribution to Staff Development Award. The articles focus on how Madeline Hunter affected their personal and professional lives over the years. (SM)

Summarizes the Southern Regional Education Board's findings concerning 1980s teacher improvement reforms. Salaries doubled in 15 southern states, with pay increases tied to increased teacher accountability. However, available state funding covered evaluations, not staff development; pay-for-performance programs generated heated debates; and…

Staff development is crucial in educational reform. The Readings in Educational Research (RER) project emerged out of a need for teacher-researcher communication, providing packets of original research reports in areas of interest to teachers. Teacher study groups using RER indicated they found RER a very positive experience. (SM)

Articulates methodology for studying mathematics-teacher development in the context of reform. Provides an approach to understanding teachers' current practices and viewing their current practices in the context of development towards envisioned reforms. Applies conceptual frameworks developed within the mathematics-education research community to…

An interview with Asa Hilliard discusses: how he would ensure competent teachers for all; the importance of having faith in teachers' ability to grow; how administrators can affect attitudes; how to create the will to produce schools where all students learn at high levels; how to prevent marginalization of master teachers; and how to make master…

Findings from a study of mentors and protege teachers in a Rhode Island mentoring program suggest that mentoring may be as beneficial to mentors as to proteges. After describing the Rhode Island mentoring program, this paper examines the benefits for mentors (e.g., enhanced self-esteem, reduced isolation, reflection on practice, and learning from…

Presents a narrative using the metaphors of "hard" and "soft" to raise and discuss questions about pedagogy and the institutional settings of college writing instruction. Analyzes transformations that have occurred in the author's teaching practices in relation to the feminization of composition and an "ethic of care." (SG)