Describes a five-meeting cycle which enables a high school English department to cooperate in making constructive curriculum changes. (DD)

Summarizes the National Council of Teachers of English Task Force assessment of four issues regarding teacher competency: (1) who defines competency; (2) the nature of teacher competency tests; (3) the impact of current tests on minority teachers; and (4) the quality and standards of the teaching profession. Includes a bibliography of materials…

Describes how curriculum specialists and supervisors can use two generic observation categories of effective teaching--development and management of lessons and presentation of subject matter--to identify quality teaching of writing across grade levels. (SRT)

Describes a model of inservice education that is consistent with current view of language and learning, is capable of uncovering teachers' current beliefs about the nature of learning and the translation of those beliefs into practices, and has the potential for promoting and building alternative perspectives. (HOD)

Argues that teachers who are no longer learners must, by whatever means, be led to a point where they recognize that what they are doing in the classroom is not in the best interest of their students or themselves. (HOD)

Suggests that effective staff development involves a process that asks basic questions about the learner; about aims, goals, and objectives; about content; and about learning activities. (HOD)

Staff development programs that use models and simulated practice, as well as feedback and coaching, can motivate English teachers to implement methods that research indicates are effective in teaching the various aspects of English. (HOD)

Offers guidelines, based on exemplary writing programs, that are applicable to any inservice instruction if they are applied judiciously and flexibly. (HOD)

Based on 10 years of doing inservice programs and other presentations in schools, the author offers several suggestions for giving an inservice presentation. (HOD)

Identifies five factors that contributed to the success of a two-week composition inservice teacher education program. (HOD)

Describes six ways an English supervisor or any other instructional leader can reach beyond the school system to learn about current practices in the field. (HOD)

Identifies critical factors in the acceptance and continuance of any inservice teacher education program. (HOD)

Suggests that a successful composition inservice program revolves around four components--theory/knowledge, categories or schema, teacher attitudes, and teacher behavior. Concludes that as teachers acquire knowledge of categories, and as they change attitudes toward self-assessing and revising, they change their behavior. (FL)

Shows how a school writing program based on the National Writing Project model can be presented in the framework of a simple accountability system devised by Leon Lessinger. (FL)

Suggestions for teacher-oriented supervision of classroom practices, development of new courses, and grading and assignment policies are discussed. (HTH)