This paper describes a program to completely redesign teacher education at Syracuse University into a program that is personalized, systemic, self-paced, modularized, diagnostic, competence oriented, multimodal, regenerative, comprehensive, criterion referenced, and field centered. The program includes five major components. The first component is…

The concept of teacher education is broadened to include the transmission of effective, realistic, and contemporary education from classroom teacher to pupil. The tools necessary for this transmission are made available in a staff development program initiated by the Institute of Educational Development (IED). The program uses workshops, practice…

Attempts to advance some broad considerations about the possible origins of teacher-generated, teacher-focused in service training and education, suggests a new and radical approach to such training programs and their subsequent evaluation, and offers a rationale which would help to determine priorities within that framework. (Author/RK)

Attempts to describe the rationale for Teacher Centers as well as its promise as a model for inservice education. The advantages and disadvantages of this concept from the perspective of colleges of education are also discussed. (Author/RK)

Protocol materials are being used effectively as a teacher training device with preservice interns at numerous institutions. Here two suggestions for use of protocols at the inservice level are discussed. (Author/RK)

Systematic instructional development procedures were used to prepare materials for an introductory teaching methods course in competency-based instruction. Materials, which included self-instructional booklets, supplemental practice exercises and teaching skills tests were effective and rated highly by 10 instructors and more than 400 preservice…

Describes how a content area reading program was introduced to two country high schools and the steps taken to encourage its dissemination into neighboring schools. (RBW)

Substitute teachers are responsible for over 1 full year of every child's education, but research shows that only 10 percent of school districts provide more than 2 hours of substitute teacher training, and 53 percent of school districts provide no training. There is a tremendous need to implement effective training programs that will ultimately…

This videotape describes the impact of National Board for Professional Teaching Standards (NBPTS) certification within North Carolina's Charlotte-Mecklenburg Schools. It begins with the story of an at-risk student who attributes his success to having had an NBPTS certified teacher in 5th grade. The teacher tutored him, paired him with a mentor,…

Four hundred and twenty special education resource teachers working mainly with retarded pupils were surveyed about inservice training needs. Of 32 specific skills/competencies, individual pupil counseling skills was idenitified as the most important. The most effective vehicle for delivering training was identified as short-term courses and…

Surveyed classroom teachers (N=275) to determine expressed training needs for working with handicapped students. Results indicated training needs were: (1) training on topics related to teaching skills for working with the handicapped; (2) information about teachers', parents', and students' rights and ethics; and (3) training on assessment…

The University of Hawaii and the State Department of Education have already identified a service delivery model, called Ho'okoho, to meet the personnel training requirement of PL 94-142. This article reports results of the programs' first survey to assess inservice training priorities of both regular and special educators. (Author/SJL)

In the Vallejo City Unified School District (California), the Professional Development Center represents a districtwide effort to support and build the skills that make up good teaching. (Author/JM)

The article describes the operation of a school district inservice program in science and the decision to include student teachers. Six student teachers participated in a study to determine the effects of the program on their teaching performance. Results are discussed. (CB)