Interview with Thomas Guskey examines the benefits of staff development, presenting reasons for interest in the topic, advice for educators who want to trace the impact of staff development programs on participants and students, and the need for staff developers to identify some targets and monitor movement toward the targets. (SM)

A junior high school social studies teacher describes changes that occurred when he took a sabbatical to study for a master's degree in school guidance, noting the experience was less taxing and more enjoyable than expected. The article highly recommends teachers take sabbatical leave because it has a rejuvenating effect. (SM)

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)

This paper deals with four issues: (1) the aging of the faculties of high schools in the northeastern United States; (2) frequently observed characteristics of teaching seen during site visits to secondary schools for the Department of Education's Secondary School Recognition Program; (3) elitism in high schools; and (4) observations on the status…

Three learning concepts important for adult learners are that learning is accelerated by making connections to prior information, people learn best when actively constructing knowledge, and instruments are important in supporting knowledge retrieval and construction. The paper explains how index cards can be useful instruments in learning. (SM)

Describes an institute intended to familiarize teachers with the Middle East and Middle Eastern issues. (FL)

There is no easy way to get from research on teaching to teaching practice; moreover, trying to make teaching practices directly out of research can have destructive effects for teaching. Research can be extremely beneficial when results are linked with teachers' goals, and when teachers are aware that a specific occasion is appropriate for…

Deskilling approaches to staff development separate the conception of curriculum from execution of curriculum. The article discusses the experience of one staff developer regarding deskilling staff-development practices, shares journal reflections, and describes a set of strategies used to encourage teachers to actively participate in their own…

Whole-faculty study groups show promise as a vehicle for integrating initiatives and focusing school improvement efforts on increased student learning. The paper describes the San Diego Unified (City) School District's experiences in developing and implementing successful whole-faculty study groups. The groups increased collegiality and improved…

D. M. Kagan's (1992) developmental learning-to-teach model reflects her emphasis on mastery of procedural routines and highlights only one sector of the teacher education community. Kagan's claim that research supports a developmental model misrepresents the full body of research on professional growth among preservice teachers. (RLC)

This paper describes how teacher portfolios could be used to provide teachers with the opportunity to grow professionally in concert with other teachers and in ways that promote school, district, and professional student performance standards. An opening section discusses the lack of progress in developing effective teacher evaluation and…

This article describes services the staff development system will need to be successful, presenting the structures for governance and organization and illustrating the interface of the system with the needs of individuals, professionals, schools, and school districts in curriculum, instruction, and technology. (SM)

This interview with a school principal, Efrain Vila, argues that staff development is crucial in school reform. Teachers cannot be asked to use new processes if they do not have opportunities to learn how to use them. His school's faculty meetings always include staff development components. Parent involvement is also essential. (SM)

Drawing on the experiences of a fictitious teacher, the paper illustrates where professional development has been and where it is going as it supports more learner-centered schools, discussing the nature of the paradigm shift in professional development that will support the building and continuity of learner-centered schools. (SM)

Teachers can contribute to educational improvement by conducting classroom research concerning teaching and learning processes. Action research as staff development advances professional inquiry, improves education, and promotes teacher development. The article lists seven conditions necessary for the school environment for action research to…