A staff development program has been organized and conducted by the teachers in a middle school. At a weekly early morning meeting, teachers come together to discuss a wide range of educational topics. Participation is voluntary. The program was created to promote staff involvement, collaboration, partnership, cooperation, interactive development,…

This booklet discusses peer coaching as a form of staff development for assisting teachers to transfer new skills into their active teaching repertoire. This assistance can be provided by another teacher, administrator, specialist, or university professor. The first chapter examines some models of peer coaching such as how the coaching is…

This report discusses "Readings in Educational Research," a project that resulted from a discussion of the 1986 professional development staff of the Washington Education Association, who showed an interest in bringing teachers closer to the research process and their own professional development. The difficulties of using educational research as…

Using tools from ethonography, this study constructed a model of reflective practice drawn from the words and actions of a small group of field-based educators identified as being exemplary practitioners. The model portrayed a purposeful and dynamic process in which acute attention to context and factors was weighed against consciously evaluated…

There are thousands of different inservice education programs. The purposes of this study were to identify the elements of effective teacher inservice education; to measure to what degree these elements actually exist in inservice education programs reported by Texas teachers; and to develop a strategy for effective teacher inservice. A modified…

A series of five modules is designed to provide content and structure for staff development in classroom management techniques. Each module contains preview questions, module objectives, a number of instructional activities keyed to stated objectives, and a number of follow-up/review questions and activities. The five module topics are: teacher…

Teachers in eight matched schools, four experimental and four control, were videotaped to examine the effects of a staff development program utilizing knowledge of objectives and immediate videotape feedback to modify the behavior of classroom teachers. Concomitants of teacher success in the program were also investigated. (Author)

The Ways to Improve Education in Desegregated Schools (WIEDS) project's purposes have been to develop an information base of successful desegregation/integration strategies and to construct a set of models and guidelines for use by schools in planning staff development activities. To these ends, a study was conducted to assess staff development…

In 1977, 13 staff development projects were initiated in California under ESEA Title IV-C. The task of each project was to design and implement a unique system for developing a comprehensive staff development program. The materials in this book describe one of the 13 staff development projects: a "Service Center" for staff development that was…

The results relating to staff development, contained in a Rand Corporation survey on change agents, are summarized in this paper. The researchers discovered that successful staff development program implementation was characterized by three major components: local materials development, online planning, and concrete, ongoing training. Their…

The purpose of this paper is to suggest some ways in which present pressures on institutions and their facilities to be more productive can be more creatively met. The main theme of the paper is that many faculty are ready and able to change their styles of work and are prepared to engage in professional activities of substantially different…

There is a positive relationship between teaching effectiveness and the teacher's perceptions of himself and his abilities. The educational leader should try to enhance the teacher's self-image in order to improve instructional quality. (Author)

Research about classroom communication, classroom management, training, and staff development form the basis around which teachers can improve their practice. Staff development programs must be dynamic to support and stimulate this process. (CB)

Presents a model describing the process of teacher change, particularly through staff development programs, and presenting opportunities for future research. Hypothesizes a temporal sequence of events that typify the process from staff development to enduring change in teachers' perceptions and attitudes. Describes conditions that facilitate…

Describes six ways an English supervisor or any other instructional leader can reach beyond the school system to learn about current practices in the field. (HOD)