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)

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)

Makes eight suggestions on how to keep abreast of language arts teaching techniques, methods, and materials; provides evaluative criteria for language arts materials. (DD)

Describes how to deal with censorship by preparing a position on the National Council of Teachers of English publication, "The Student's Right to Read"; preparing a position on what is to be taught; investigating the policies of the school; and identifying sources of help. (DD)

Suggests ways to enlist parents' support of language arts instruction, to provide parents with materials to develop their children's language skills, and to offer workshops for parents. (DD)

Suggests ways teachers can keep abreast of professionally relevant techniques, research, and ideas. (DD)

Relates how the Standing Committee on Teacher Preparation and Certification of the National Council of Teachers of English (NCTE) came together and worked together to develop guidelines on English and language arts teacher education which will stand from 1996-2006. Discusses getting from drafts to a published document. (PA)

Suggests reasons why a gap exists between what is taught in methods class and what is found in many English classrooms, including the methods instructor's credibility, how methods classes themselves are conducted, and accountability of process-based teaching. Suggests ways the gap might be bridged. (SR)