A simulation device described that measures a teacher's ability to identify verbal and nonverbal emotions expressed by students through the use of videotaped excerpts of teacher-learner interactions and accompanying multiple-choice instrumentation. (MJB)

Points out that evaluating social studies teachers requires evaluating both curriculum and instruction. Elaborates by saying social studies is such a diverse subject area that to teach it effectively, varied teaching styles must be employed. Examples of these styles include the teacher as storyteller, problem solver, scholar, and moralist. (BR)

Describes the career ladder program developed for Wisconsin teachers. Includes a description of the requirements for advancement, the performance assessment component, and the different steps in the career ladder. Includes two figures. (MD)

Differences among the purposes, reasons to observe, reasons to confer, and aims are delineated for the nominal, prescriptive, and reflective models of teacher supervision. Questions are raised regarding supervisory skills and subjects. (CB)

An attempt to define the goals of teacher supervision discusses five premises of supervision that must shift if the goals are to include encouraging teachers to be reflective, thoughtful, and empowered. (Author/CB)

Summarizes workshop organization and activities at the 1987 Governor's Academy for Teachers of Writing, a two-week workshop and writing laboratory for teachers in Tennessee. (MM)

Education warranties have been designed and implemented in response to national, regional, and local challenges to improve the teaching profession. These warranties provide an accountability channel from teacher preparation universities to hiring districts. They assure districts that the preparation university has rigorous admission and retention…

Discusses the meaning of the term "faculty development" and analyzes its effectiveness in the political science departments of U.S. universities. Presents recommendations for successful faculty development, including a warning to be cautious of centralized efforts and a suggestion that small successes should be accepted because substantial…

Four authors give their views on the recent teacher education reform reports. Topics include (1) issues that led to teacher education reform, (2) questions the reports raise, and (3) problems raised by the report recommendations and possible solutions. (CH)

Studies the relationships among student teachers' communication skills, motivation, and knowledge in relation to their perceived effectiveness. Concludes that communication skill instruments may help in differentiating successful from unsuccessful student teachers. (MS)

Discusses the mystique surrounding the idea of discipline, then offers reasons why that mystique continues to influence teachers' belief systems. Concludes with an approach to discipline that is easily translated into effective practice. (FL)

The national conference "Policies, Practices, and Research in Teacher Education: Beyond the Looking Glass" and various research centers are working to improve the quality of education by improving teacher education. Several recommendations are offered. (DF)

The difficulties associated with enhancing teacher quality and teacher development are explored. Reform must begin with identification of school conditions that must be changed to enable teacher growth and delineation of goals that incentive systems are structured to achieve. (DF)

Dimensions of teacher development that warrant special attention in the move to improve the quality of the experienced teacher work force are discussed. Common features of teacher development programs, characteristics of effective programs, and elements commonly omitted from programs are described. (DF)

Discusses various approaches to the supervision of instruction and counseling, noting the assumptions made in each and the expectations held by each for both the supervisor and the supervised. (FL)