In using teacher self-assessment to identify staff development needs, supervisory staff must be aware of: (1) types of information that can be collected through the self-assessment process; (2) possible techniques for collecting each type of information; and (3) procedures for using self-assessment information to identify priority staff…

The author reflects on his mistakes, successes, and learning experiences as a dean of education. (CJB)

Multicultural education requires effective, resourceful teachers who are committed to education for all children. Teacher education programs must begin to assume responsibility for seeing that their programs and training reflect the diversity of this nation through their staffing, materials, methods, strategies, and resources. (CJB)

This selected bibliography, designed for secondary school teachers, contains annotations of publications that provide sufficient background information to sensitize teachers and students to the needs of handicapped learners or which offer suggestions for teaching methods or educational strategies to use in the mainstreamed classroom. (CJB)

This article presents 10 newly defined competencies in which principals must be trained if they are to manage productive schools. The competencies are in the areas of schoolwide goal setting, work group performance, individual staff performance, staff development, clinical supervision, work group development, quality control, instructional…

Annotations are presented of selected ERIC materials on: (1) the state of the art of teacher certification testing; (2) descriptions of specific teacher certification tests; (3) teacher certification test validity; and (4) references for additional reading. (CJB)

To aid teacher educators in preparing effective instructors of adults, this article offers an assessment of teacher effectiveness in adult education. Included is an examination of methodology and findings with regard to what constitutes the desirable knowledge, skill, and personality characteristics of adult educators. (DF)

An important issue for adult education teachers is the capability of the instructor to choose appropriate methodology to suit both the student and situation. A review of research dealing with adult learners is presented along with implications for adult preparation programs. (DF)

The growing number of adult learners in college classrooms makes an evaluation of instructional strategies important. Teaching strategies and student perceptions towards faculty and the institution are relevant considerations for the educator of adult students. Recommendations for improving university instruction are given. (DF)

Mentoring provides both a holistic and individualized approach to learning. A mentor-protege relationship also serves various professions by the teaching and learning of relevant skills and values. Proteges learn risk-taking behaviors, communication skills, political skills, and specific skills from their mentors. (DF)

A study initiated to observe begining teachers and mentor-protege relationships found that college professors/supervisors and school principals were listed most often as significant influences. The development and benefits of these relationships are explored. (DF)

Adult learning in the future needs to respond to both specific content or skills to be learned and to the holistic process by which learning is related to these goals. The goal of adult educators will be to link motivation with appropriate learning modes. (DF)

An investigation into the diversity among school, college, or departments of education in private institutions analyzed church vs. non-church related institutions and colleges vs. universities. Studies revealed that teacher education programs in private church-related colleges depend less on external funding and are less subject to issues of…

The educational and ideological parameters of field experience programs for perspective teachers and programs that encourage students to examine educational issues from a critical perspective are explored in this article. A Knox College elementary education program is an example of how these issues can be realigned into a critically oriented,…

Research data on field experience supervision of student teachers indicate a need for more critical analysis of the interrelationships among student teacher, cooperating teacher, and university supervisor. Statistical research does not measure subtle changes in preservice teachers or the supervisory practices that may have influenced the changes.…