Under its democratically elected civilian government, teacher education in Burma was poised for change. The Burmese Ministry of Education, together with their development partners, had ushered in an era of system-wide education reform. This reform redefined the role of teachers, overhauled how teachers were to be trained and supported, and was on…

Partnerships between schools and universities allow these organizations to leverage their assets while expanding and enhancing their knowledge bases. The Professional Development School (PDS) is a well-established type of partnership in which university and school faculty provide school-based preparation experiences for preservice teachers, while…

Discusses the mystique surrounding the idea of discipline, then offers reasons why that mystique continues to influence teachers' belief systems. Concludes with an approach to discipline that is easily translated into effective practice. (FL)

Emphasizing the need for research dealing with substitute teaching, the author suggests ways to increase its effectiveness, including professional development for substitute teachers. (Author)

The excellence of a school lies in the way it directs itself--particularly its professional staff--to improve performance. To meet its obligation to be ever self-improving, the faculty should focus on studying students, creating tailored learning experiences, evaluating long-term school effects, and encouraging diversity. (PGD)

In the late 1970s, teachers were viewed either as weak links to be circumvented or as technicians to be programmed. Now educators recognize the significance of well-educated teachers being able to assume new powers and responsibilities to redesign schools. This article reviews recent teaching research and explores findings developed at the…

Argues that although today's teachers are better educated than ever before, they also need authority to match their responsibilities, an environment conducive to professional growth, and the support of society. (Author/JG)

NCTM Past President Cathy L. Seeley shares her messages on today's most relevant topics and issues in education. Based on Cathy L. Seeley's award-winning NCTM President's Messages, and including dozens of new messages, this must-have K-12 resource offers straight talk and common sense about some of today's most important, thought-provoking issues…

Describes how coteaching can enhance reflective practice. Three phases of coteaching help promote reflective practice and professional growth are described: building trust and setting goals via initial interviews, reflection-on-action, and reflection-in-action. Recommendations for staff developers are included. (SM)

The Specialist-on-Site (S.O.S.) program was developed to train a teacher from each of a school district's campuses to design, deliver, and evaluate site-based staff development activities. Feedback from participants revealed the power of collaborative interaction. Teachers within schools viewed each other as resources for professional enrichment.…

Discusses how critical others can enhance teachers' roles. Critical events all have a critical agent plus critical others who provide significant input but have no formal role within the institution. They enhance teachers' roles by providing a charismatic quality and contributing toward the authenticity of teachers' work in many ways. (SM)

Findings of a study that identified Massachusetts teacher leaders and their needs are presented in this paper. The research was conducted to inform the design of a teacher leadership program to be sponsored by the Massachusetts Field Center for Teaching and Learning. Methodology involved a literature review and a survey of 67 K-12 teachers…

The 16 essays in this book assesss the problems inherent in the role of the teacher and offer perspectives on issues affecting life in the classroom. The three chapters in part one, "The Teacher and Teaching as a Vocation," are addressed to improving the teacher by attending to the inner needs of the individual. Teachers are seen as persons in…

Cites three "one-minute" strategies to help teachers become more effective. (FL)

Assesses a teacher's sabbatical leave tour of selected private and public schools in New England and the Middle Atlantic states to study English curricula and teaching techniques and to discover classroom teachers' and administrators' concerns. (RBW)