The goals of the Columbus Staff Development and Human Relations Program for the 1982-83 school year included: (1) to provide inservice support for the School Improvement Program in order to improve pupil acquisition of basic skills; (2) to train 148 teachers and 30 other personnel in the Teacher Expectations and Student Achievement (TESA) program;…

The Program for Development of Community College Faculty was designed to provide statewide coordination and resources for individualized faculty development programs at 18 of Alabama's two-year colleges. It featured a year-long (1971-72) on-campus program of faculty development planned and implemented by certain faculty members from each community…

This paper is a summative review of responses received from teachers who participated in Teacher Corps projects during 1975-1976. The survey sought to determine involvement by teachers in Teacher Corps training, planning, evaluation, work-related activities, network activities, and in decision-making about training events. In addition, teachers…

The evaluation of the California Teacher Development Project for the 1972-73 project year reports data for four performance criteria. These criteria relate to the expected behavioral changes of teachers involved in an inservice workshop program in individualizing instruction. One criterion relates to teacher knowledge of individualized instruction…

A high risk - high gain" program design for inservice training has produced worthwhile learning outcomes. Participants are provided with an opportunity to identify and list anonymously their personal goals for the training; share these goals in a protected manner; and place priorities on them. (EB)

This article focuses on an evaluation of the Microsoft Peer Coaching (MPC) program in Florida, USA. First, the design of the MPC materials was analyzed using characteristics of exemplary peer coaching and technology integration models. Second, facilitators (n = 14) and coaches (n = 46) who attended the MPC workshops in Florida were surveyed…

Itinerant special educators can be much more than "tutors" for young children with special needs. They can transform whole classrooms and help inclusion flourish--if they have the clear guidelines and best practices they need to make the most of their critical roles. This is the book that every itinerant early childhood special educator has been…

An overview of contemporary ideas regarding in-service vocational-technical education is presented in brief outline. In-service education is defined (as a "planned, goal-directed change process") and guidelines for planning, organizing, and conducting in-service education, consistent with the definition, are given. Key points are reiterated and…

Described a counseling model and elaborated on its positive influence for students as well as administrators. (RK)

This program is a model of individualization in which participants select components based on individual needs. Each component includes a performance criterion test, a statement of learning objectives, various learning options, and a variety of carefully selected resource materials. The major objective of the program is to demonstrate a teacher…

Article provides administrators and teachers with checklists which may be used for evaluating inservice programs. (Author/CB)

Presents criteria to evaluate inservice educational programs before, during, and after implementation, and keys these criteria to the different purposes for evaluation. (JOW)

Pennsylvania extension educators (n=228) find it increasingly difficult to participate in inservice education, desire more distance delivery and an active voice in program planning, and would like inservice to be integrated into their plan of work. Past inservice experiences lacked quality in content and instruction. (SK)

The paper outlines a procedure of providing staff development designed to meet the needs of all educational personnel, including teachers, support personnel, administrators, and parents. The role of the Central Ohio Instructional Resource Center in staff development is examined, followed by a discussion of needs assessment methods (such as content…