Describes a workshop model designed to make participants aware of several important concepts related to stress and stress management. Questions discussed in group format seek to identify sources of stress and methods of coping. Advantages of the workshop model are noted and a team approach is suggested. (RC)

Makes a case for more developmental activities for principals, lists characteristics of ideal programs, identifies important competencies for which principals have indicated training needs, and reviews ways to overcome problems involved. (JM)

A nationwide project (Physicians Serving Handicapped Children) to provide continuing medical education to primary care physicians who provide office based health care to handicapped children is described. (Author)

Describes EBIS (Education Board Inservice Series), a year-long series of monthly training sessions for Catholic parish leaders and Catholic school board members in the Minneapolis-St. Paul, Minnesota area. (Author/SJL)

A description of Rialto Unified School District's merit pay system for management personnel including its evaluation and in-service provisions. (SJL)

A model for implementing in-service education in a residential setting for mentally retarded students is discussed. (CL)

Explores the coordination, evolution, and expansion of the Communication in Instruction Master of Arts program taught throughout West Virginia. Describes the program--its development goals, course offerings and structure, and evaluation techniques used to assess its effectiveness. (SR)

This is a qualitative study of lesson study implementation and its impact on instructional practice in mathematics in a district in California. Four research questions guided this study: (1) What were the goals of the district and teachers as they relate to the implementation of lesson study in this case? (2) What were the relationships between…

Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for…

In spring 1986, the Glendale Community College (GCC) Board of Trustees made a substantial financial commitment to establish and maintain a professional development program designed to benefit all full- and part-time college employees. The underlying goal of the staff development activities is to maximize student access and outcomes by synthesizing…

A description of the staff development program in the Dade County (Florida) Public School District is presented. The remarks focus on many elements of the program including needs assessment for staff training, the use of television in various capacities, supplementing the expense of continuing education for teachers and administrators, incentive…

The University of Houston/Houston Independent School District Teacher Corps project is designed to demonstrate the operation of an alternative school program intended to promote desegregation and to train educational personnel to function effectively in alternative schools in an urban setting. The project demonstrates how coordination of the…

The manual describes the Ohio career education inservice program which attempts to emphasize closer contact with the world of work, replacing traditional inservice program emphasis on developing teacher efficiency within the classroom. The diagnostic-prescriptive technique is incorporated into the manual. An introductory section presents an…

Step-by-step guidelines are provided for the planning and implementation of inservice workshops and conferences for persons working and/or interested in the library/media field. Along with the descriptions of many existing programs, suggestions are made for possible topics, materials, and formats for the training of a variety of personnel:…

Four types of activities were conducted during the year. First, workshops were held to train faculty to produce and use self-instructional materials. Second, professors working with the project produced materials and submitted them to the project data bank. Next, the materials submitted were validated in terms of student performance and, finally,…