The knowledge, skills, and abilities required to be an effective classroom teacher are specialized and specific to a particular setting and environment. Teacher education programs should be for the development of school teachers only. (CJ)

Results of a national survey of education graduates show that they are involved in a wide variety of settings. Their roles are diverse, including administrative, counseling, teaching, research evaluation, and curriculum development. (Authors/CJ)

A framework for the evaluation of proposals for the development of human services programs considering student needs and other educational factors is presented. Five program variables and five environmental variables are examined in a sample matrix. Suggestions for practical use of the matrix are also offered. (Author/CJ)

As they forge creative relationships with other disciplines, education professionals are rewriting the classic definition of "teacher" to encompass new fields of human services. Teachers are challenged to see themselves not exclusively as academic instructors but in the broadest sense as behavior change agents. (CJ)

Career opportunities for educators are growing in human resource development departments of business and industry. These careers call on the competencies of teachers in their roles as human service specialists and instructional systems designers. A program created to prepare students for such careers at Northeastern Illinois University is…

The current movement to prepare educators for roles in human service settings promises to alter the face of teacher education as profoundly as the movement toward professional standards for teachers changed the normal school into the current teacher education institution. (Authors/CJ)

Unless there is a renewed effort by educators to reach a consensus on the meaning of competency in the teaching profession, the promise of the competency based teacher education movement will be as elusive as its terminology. (Authors/CJ)

Due to the intimate contact they have with children, teachers are in a position to intervene when child abuse appears to occur. Preservice teacher education programs should train teachers to recognize abused children and to interact with them and their parents. (Authors/CJ)

Peer, teacher, and self-evaluations of students' school adjustment and coping skills appear to be predictive of students' achievement, self-esteem, and attitudes toward school. Teacher evaluations are most accurate and are sufficient in predicting results. (CJ)

Many teacher education graduates are successfully pursuing careers in the human service fields. This trend suggests that their teacher education experience is preparing them for careers outside of schools. This annotated bibliography cites a variety of books, ERIC documents, and journal articles that relate to these changes. (CJ)

Clinical feedback is a planned process of exploring collected data through nonjudgemental observation. Two programs are described which reflect faculty judgement that student teachers need training in systematic observation and analysis of the stimulus-response characteristics of teaching and learning. (JN)

Occupational socialization refers to the process by which a new member to an occupation becomes acquainted with the culture of the occupational group. Problems related to teacher training are essentially problems related to occupational socialization. (JN)

Even in an educational tests and measurements classroom it is possible to stimulate student creativity and divergent thinking. Examples of projects and test constructions are given to provide food for thought for the creative teacher. (JN)

Classroom teachers need to understand the broad differences that exist between a child's perception of death and that of an adult and should be prepared to confront and cope with the effects of death and grief upon students. Children's perceptions of death and ways in which the teacher can help the child with his grief are described. (JN)

The National Council for the Accreditation of Teacher Education (NCATE) formulates standards that do not focus on the quality of teacher education graduates. Their "standards" also act as a prop for obsolete curricula and place too great an emphasis on regulating processes and procedures. (JN)