Describes a collaborative, or peer-group, faculty mentoring program at East Carolina University's medical school which incorporated development of skills in key areas for career development, a structured values-based approach to career planning, and instruction in scholarly writing. (EV)

Lead teachers, a "second-wave" reform concept aimed at professionalizing teaching and decentralizing educational decision-making, might overcome technical and political problems that merit pay, career ladders, and mentor teacher plans have failed to resolve. Lead teachers are motivated by intrinsic rewards and opportunities to exercise…

Describes the Beginning Teacher Effectiveness Training program, intended to help beginning teachers eliminate unnecessary daily decisions, establish effective routines, and use effective teaching practices, by close cooperation with a mentor (an experienced colleague) and through encouragement, praise, and reassurance. (SR)

Argues that teacher researchers are reflective practitioners searching for insights to improve their teaching practice, which does not exclude them from "proving" generalizable truths. Argues that different interpretations of the term "teacher researcher" enrich the debate. (RS)

Examines new institutional forms that support teachers' professional growth. Examines how existing arrangements can be redesigned to support reformers' visions and teachers' professional growth. Considers aspects of the larger education policy context that foster or impede teachers' incentives and ability to acquire new knowledge, skills, and…

Four actions are necessary when contracting to do staff development: recognize that a presenter is a consultant first, arrange for a group contracting conversation in order to completely understand the school's needs, work from a standard set of design questions, and work from a standard set of logistics questions. (SM)

Discusses the practical questions of evaluating, improving, and rewarding teaching. Suggests that teaching become more collaborative through faculty seminars, curricular planning, or team teaching. (PRA)

Presents and discusses seven books in which practitioners grapple with the move toward wholeness in their classrooms, offering the practitioners' own blueprints for holistic curricula laid upon a foundation of Vygotskian principles. Notes also three collections that package popular, high-quality children's books into a variety of theme units. (SR)

Discusses using portfolios to evaluate and improve teacher performance. (SR)

In the broad sweep of U.S. history, teachers and teacher education do not emerge as potent forces. Teachers have been primarily female and have played a predetermined, subservient role. Recent findings show that the necessary conditions for vigorous, coherent, and self-renewing teacher preparation programs are not present. Suggestions are…

Describes a neurological condition called attention deficit hyperactivity disorder (ADHD or ADD with hyperactivity) and its three main components: (1) trouble maintaining attention; (2) trouble paying appropriate attention; (3) trouble shifting focus. Provides a "survival guide" for educators with ADHD. (VWC)

Discusses the need for teachers to take charge of their own professional growth. Suggests that technology teachers develop a vision, find a mentor, and plan for the future. (JOW)

Today's staff developers juggle eight roles as their work has broadened to incorporate more responsibility and accountability for continuous changes in educational programs. The eight often-overlapping roles are trainer/designer, coach, resource provider, program manager, consultant, task facilitator, process facilitator, and catalyst for change.…

Describes development of a General Teaching Council in England. Reviews main features of the 1998 legislation, highlighting the GTC's aims, powers, and composition. Compares provisions in England with Scotland's established and more powerful GTC. Assesses possibilities for professionalizing teaching and influencing educational policy. (Contains 29…

Presents a "how to" plan for a workshop for a group of teaching assistants (TAs) from a variety of disciplines. The workshop aims to help TAs learn more interactive teaching methods with less reliance on the lecture, with the idea that such methods can help their students to become learners. (EV)