Suggests a model of successful inservice education involving three major factors. Teachers must acquire knowledge, acquire skills or competencies, and undergo practical experiences that require application of the knowledge and skills. The implications of the model for teachers of exceptional children are particularly important. (PGD)

Liberty (Missouri) Senior High School's Teacher Improvement Project required identifying effective teaching behaviors, having teachers select 15 behaviors for implementation, creating a process for assessing progress and providing feedback, and making resource personnel available. The article lists 21 effective teaching behaviors and identifies…

Provides guidelines for ensuring teacher involvement in and satisfaction with inservice programs, using consultants in inservice programs, and involving administrators in inservice programs. (PGD)

Describes the implementation of and provides guidelines for duplicating a successful program replacing traditional inservice education approaches with a series of 12 lunchtime presentations over a school year. The program avoids teachers' end-of-the-day fatigue, permits long-term inservice planning, and provides a break from the routine. (PGD)

According to this model for effective professional growth programs for teachers, teachers and their supervisors must independently identify the teachers' growth needs, must agree on the needs, and must mutually develop a program that is appropriate, demands supervisor responsiveness, and is well-received by the teacher. (PGD)

The literature suggests collaborative planning is purely egalitarian, but this article identifies a form called "dialectical collaboration" providing situationally determined variations in the locus of control. One district's experience planning an administrators' inservice program illustrates dialectical collaboration. The authors urge…

An Inservice Needs Inventory was developed to assess physical education teachers' inservice education needs. To test the inventory 85 teachers completed the questionnaire. Results supported the questionnaire's validity and indicated that inservice needs may be specific to subject matter, may require a range of activities, and may be readily…

Research and professional education efforts in educational administration have concentrated too much on management practice and not enough on educational leadership. Studies indicate that principals of effective schools are involved in instructional matters. Principals should generally increase both their formal and their informal support of…

Urban secondary school teachers feel the greatest difficulties facing them in the instructional setting are caused by administrative inefficiency and classroom management problems, according to the study results reported here. Luckily, the major concerns identified can be directly addressed by administrator action. (PGD)

Results of a followup to a study of teacher stress reported in the December 1981 issue of this Bulletin show that teachers' concerns are shifting. Stress levels caused by finances are higher and demands for professional support are greater than in the earlier study. (PGD)

Urges consideration of the local labor market's impact on staff supply and demand when revising salary schedules. Explains how to select job classifications for comparison, identify relevant labor markets, analyze job content, collect data on current practices in the market, analyze the data, and develop and prioritize recommendations for…

Describes the application by principals of situational leadership concepts to reduce conflict among groups participating in decision making. Factors covered include maturity levels of participants, flexibility of leadership style, and possible variations in conflict management strategies appropriate to different maturity levels of participants.…

Describes the use of a committee of teachers and administrators to counsel students with attendance problems at Westfield (New Jersey) High School. Details procedures followed when students continue to violate attendance rules and when they avoid appearing before the committee. A sample of the class absence reporting form is included. (PGD)

Explores the ramifications of the notion that a teacher is morally responsible to approach educational experiences as positive opportunities for change affecting not only students but the teacher and everyone else involved in or touched by the experiences as well. (PGD)