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When Okema Owens Simpson, the sixth-grade Multi-Classroom Leader (MCL) for English language arts (ELA) at Ranson IB Middle School in Charlotte, North Carolina, plans her schedule for the coming week, she provides what her teachers need most: daily, on-the-job coaching; lesson planning; practice in delivering lessons; co-teaching or modeling a lesson; analysis of student learning data; and pulling out small student groups for intensive help. Although schedules and tasks vary somewhat from school to school and among grade levels, Simpson's days illustrate the essentials of the MCL role done right--and how to fit them all in over several typical days. In the 2017-18 school year--her 19th as an educator--Simpson led a team of three ELA teachers. As their MCL, Okema Simpson took accountability for the learning of all 275 of her ELA teachers' students. Ranson, part of the Project L.I.F.T. zone within Charlotte-Mecklenburg Schools, was one of the first Opportunity Culture schools in the country. The high-poverty L.I.F.T schools had been persistently struggling, but after taking Opportunity Culture and the MCL model schoolwide in 2014-15, Ranson had the highest student growth among Title I district schools in the state and was in the state's top 1 percent overall for growth. MCLs also use other strategies to guide and develop their team members and help their peers. This profile of Okema Simpson shows what a high-performing MCL's days typically include, viewed through the lens of a school and MCL on the cutting edge of defining the art and science of instructional teacher leadership.

When Okema Owens Simpson, the sixth-grade Multi-Classroom Leader (MCL) for English language arts (ELA) at Ranson IB Middle School in Charlotte, North Carolina, plans her schedule for the coming week, she provides what her teachers need most: daily, on-the-job coaching; lesson planning; practice in delivering lessons; co-teaching or modeling a lesson; analysis of student learning data; and pulling out small student groups for intensive help. Although schedules and tasks vary somewhat from school to school and among grade levels, Simpson's days illustrate the essentials of the MCL role done right--and how to fit them all in over several typical days. In the 2017-18 school year--her 19th as an educator--Simpson led a team of three ELA teachers. As their MCL, Okema Simpson took accountability for the learning of all 275 of her ELA teachers' students. Ranson, part of the Project L.I.F.T. zone within Charlotte-Mecklenburg Schools, was one of the first Opportunity Culture schools in the country. The high-poverty L.I.F.T schools had been persistently struggling, but after taking Opportunity Culture and the MCL model schoolwide in 2014-15, Ranson had the highest student growth among Title I district schools in the state and was in the state's top 1 percent overall for growth. MCLs also use other strategies to guide and develop their team members and help their peers. This profile of Okema Simpson shows what a high-performing MCL's days typically include, viewed through the lens of a school and MCL on the cutting edge of defining the art and science of instructional teacher leadership.

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet describes five situations where writing and speaking experiences are used as a way to learn subject matter. The first section of the booklet describes the learning that takes place in the home, where writing and speaking are tools used to question, express, entertain, solve, record, amuse, explore, and discover. The second section describes the writing and speaking activities occurring in a fifth grade class studying the Renaissance, while the third analyzes the interactions in a high school science class. The fourth section offers observations of a ninth grade mathematics class in which students spent the last 12 minutes of class writing about their feelings and conversed daily about their work. The fifth section describes a high school behavioral science class in which students learned through actions as well as books. Each section contains additional activities related to the subject area discussed. (FL)

Includes bibliographical references (p. 419-438) and index

Includes bibliographical references (p. 419-438) and index

Includes bibliographical references (p. 419-438) and index

Teacher and students are inherently unequal in the classroom, even when both are adults, because one has what the other wants: subject matter expertise. While this hierarchy is generally viewed as appropriate, it can be detrimental to learning, particularly where English is being taught to adult immigrants. This article explores why. Adult ESL students face unique challenges: limited opportunities to use existing professional or occupational skills, lack of ability or knowledge to access basic resources, sometimes unfriendliness, scorn, abuse. Alongside these students in the classroom sit insecurity, anxiety, and resistance, facing the teacher, who can either aggravate these emotions or allay them. Yet, the very inequality in the classroom reinforces the former of these, acting as it does to enhance the teacher's feelings of authority and power, most especially in the case of ESL teachers, where expertise has been acquired not by dint of effort but by virtue of their having been born in the country where they teach, and where they can be challenged only by an advanced student. The resultant behaviors that arise increase apprehension and inhibit learning. The article discusses these behaviors and alternatives to them at length, providing numerous examples drawn from higher- and lower-level classrooms: behaviors, such as parading knowledge, limiting student air time, becoming impatient, discouraging risk-taking. Alternatives boil down to the teacher's shifting the center of attention, specifically, yielding the floor to the students, giving them ample opportunities for individual and group presentations and discussions, self-correcting, self-testing, and, most importantly, having them work in small groups to the greatest extent possible. In short: If the teacher shapes an environment where (s)he is no longer the focus of student attention, the latter can shape the learning for themselves. Ultimately, they lea better and with more satisfaction.

Teacher and students are inherently unequal in the classroom, even when both are adults, because one has what the other wants: subject matter expertise. While this hierarchy is generally viewed as appropriate, it can be detrimental to learning, particularly where English is being taught to adult immigrants. This article explores why. Adult ESL students face unique challenges: limited opportunities to use existing professional or occupational skills, lack of ability or knowledge to access basic resources, sometimes unfriendliness, scorn, abuse. Alongside these students in the classroom sit insecurity, anxiety, and resistance, facing the teacher, who can either aggravate these emotions or allay them. Yet, the very inequality in the classroom reinforces the former of these, acting as it does to enhance the teacher's feelings of authority and power, most especially in the case of ESL teachers, where expertise has been acquired not by dint of effort but by virtue of their having been born in the country where they teach, and where they can be challenged only by an advanced student. The resultant behaviors that arise increase apprehension and inhibit learning. The article discusses these behaviors and alternatives to them at length, providing numerous examples drawn from higher- and lower-level classrooms: behaviors, such as parading knowledge, limiting student air time, becoming impatient, discouraging risk-taking. Alternatives boil down to the teacher's shifting the center of attention, specifically, yielding the floor to the students, giving them ample opportunities for individual and group presentations and discussions, self-correcting, self-testing, and, most importantly, having them work in small groups to the greatest extent possible. In short: If the teacher shapes an environment where (s)he is no longer the focus of student attention, the latter can shape the learning for themselves. Ultimately, they lea better and with more satisfaction.

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

The effects of a constructivist-oriented curriculum on the beliefs and motivations of students and parents toward being successful in mathematics were examined. Specifically, the question of the influence of constructivist activity on individual beliefs in and motivations toward task-orientation rather than ego- or work-avoidance-orientation was analyzed with respect to student attitudes and the attitudes of the students' parents. Results indicated that project students were significantly more likely to orient themselves toward the task and internal schemes of reward rather than external motivators. The parents of project students, on the other hand, demonstrated an orientation in beliefs toward ego orientation and work avoidance, even when these parents participated in activities to inform them of constructivist ideology and focus. These results are interpreted with regard to the literature on the larger social and cultural forces which shape efforts at curriculum reform, and to the potential effects of the indicated beliefs on reform efforts, specifically the propensity of parents to exert pressure to control the nature and direction of reform efforts in general. Contains 53 references. (Author/NB)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet describes several classroom-based studies that have examined children's writing development and synthesizes what they have shown about the process. The first section of the booklet analyzes the term "writing development"; presents a model of literacy acquisition and use devised by J.C. Harste, C.L. Burke, and V. Woodard; and discusses the work of D.H. Graves and his associates in this area. The second section discusses children's transition from oral to written language and reviews the research conducted by M.L. King and V.M. Rentel. The third section examines how written language growth is related to teaching and discusses King's, Rentel's, and Graves' findings on instructional approaches and S. Sowers's work with the concept of scaffolding. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet focuses on how children and young adults make meaning in speech and writing and on ways teachers can encourage their language development. Following a brief introduction, the first major section of the booklet analyzes communication competence according to four principles: (1) sensitivity to situational factors, including medium of communication, function, setting, topic, discourse process, and audience; (2) flexibility; (3) performance; and (4) feedback. The second section discusses the school as a communication context and examines the different speaking and writing situations students encounter daily. The third presents a model of communication development stressing social awareness, coding, and reconstruction of experience, and the fourth section examines the interdependence among these dimensions. The concluding section discusses teaching for communication competence. Examples of student work are included throughout the booklet. (FL)

This study conceptualized school-based computer coordinators as change agents and analyzed their strategies, skills, and outcomes. Questionnaires and interviews were used to gather data from three computer coordinators, their supervisors, teachers, and parents. Data were analyzed case by case and then across cases, using the framework and method of data analysis developed by Matthew Miles. Results revealed that: (1) impediments to the integration of computers into the curriculum include lack of budgetary support, demands on teachers, negative experiences with previous innovations, and competing demands of other school improvement programs; (2) coordinators facilitate computer use through a combination of product- and client-centered strategies which include resource-adding, training of teachers, providing technical assistance, organizing the school's instructional computing program, energizing and motivating the client, and collaborative problem solving; (3) effective coordinators must have technical expertise as well as interpersonal skills; (4) outcomes resulting from the computer coordinator's work include improved teacher skills, implementation of school goals, teacher satisfaction, and greater student comfort with computers. Guidelines for the implementation of the coordinator role are suggested, and several directions for future research are recommended. (25 references) (Author/MES)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides teachers, administrators, and curriculum planners with suggestions for ways to develop more effective oral communication instruction in the content areas as well as speech classes. Following a brief introduction, the first major section of the booklet examines some basic assumptions about oral communication and speech instruction and reviews several premises for direct oral communication instruction. The second section presents six approaches that might be used in developing oral communication instruction: (1) functional, (2) audience, (3) skills, (4) activities, (5) contexts, and (6) models. The remaining sections discuss each approach in detail and provide activities illustrating each. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides teachers, administrators, and curriculum planners with suggestions for ways to develop more effective oral communication instruction in the content areas as well as speech classes. Following a brief introduction, the first major section of the booklet examines some basic assumptions about oral communication and speech instruction and reviews several premises for direct oral communication instruction. The second section presents six approaches that might be used in developing oral communication instruction: (1) functional, (2) audience, (3) skills, (4) activities, (5) contexts, and (6) models. The remaining sections discuss each approach in detail and provide activities illustrating each. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides teachers, administrators, and curriculum planners with suggestions for ways to develop more effective oral communication instruction in the content areas as well as speech classes. Following a brief introduction, the first major section of the booklet examines some basic assumptions about oral communication and speech instruction and reviews several premises for direct oral communication instruction. The second section presents six approaches that might be used in developing oral communication instruction: (1) functional, (2) audience, (3) skills, (4) activities, (5) contexts, and (6) models. The remaining sections discuss each approach in detail and provide activities illustrating each. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides teachers, administrators, and curriculum planners with suggestions for ways to develop more effective oral communication instruction in the content areas as well as speech classes. Following a brief introduction, the first major section of the booklet examines some basic assumptions about oral communication and speech instruction and reviews several premises for direct oral communication instruction. The second section presents six approaches that might be used in developing oral communication instruction: (1) functional, (2) audience, (3) skills, (4) activities, (5) contexts, and (6) models. The remaining sections discuss each approach in detail and provide activities illustrating each. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides teachers, administrators, and curriculum planners with suggestions for ways to develop more effective oral communication instruction in the content areas as well as speech classes. Following a brief introduction, the first major section of the booklet examines some basic assumptions about oral communication and speech instruction and reviews several premises for direct oral communication instruction. The second section presents six approaches that might be used in developing oral communication instruction: (1) functional, (2) audience, (3) skills, (4) activities, (5) contexts, and (6) models. The remaining sections discuss each approach in detail and provide activities illustrating each. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet reviews research and presents suggestions designed to improve the classroom communication climate. The first section of the booklet describes the process of building a supportive environment to reflect a range of written and oral communication that will enhance learning and self concept. The second section discusses the specific interpersonal competencies teachers need in order to build an interactive classroom, including positive self-concept, self-disclosure, descriptiveness, empathy, appropriate response styles, and behavioral flexibility. The third section examines the various teacher roles of information dispenser, discussion leader, and small-group facilitator, while the fourth describes environmental issues such as furniture arrangement and room decor. The final section reviews a number of barriers to student-teacher interaction, including teacher expectancy, communication apprehension, writing apprehension, and sex role differences. (FL)

Prepared as part of a series applying recent research in oral and written communication to classroom practice, this booklet reviews a number of concepts and issues important to communication assessment. The first section of the booklet discusses several issues related to assessing communication at both district and classroom levels. Issues discussed include the availability of assessment instruments, conflicts in definitions, concerns about curriculum, demands placed on teacher time, and mismatches between classroom instruction and standardized tests. The second section answers a number of questions teachers ask before they decide how they will assess student progress, while the third briefly discusses several factors that play an important role in the student-teacher relationship. The fourth examines the role of assessment in developing communication competence and reviews assessment techniques. Writing assessment methods covered include holistic scoring, analytical scoring, T-unit analysis. primary trait scoring, and informal assessment. A copy of a teacher-made rating scale for assessing oral communication is also presented. Examples of student work are included throughout the booklet. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet deals with the integrated language arts curriculum. Noting the disparity between what is advocated for and what is practiced in language arts teaching, the first section of the booklet describes an integrated kindergarten classroom and identifies two major approaches to extending integration throughout the elementary and secondary school curriculum. The second section discusses three model programs featuring curriculum integration: the Individualized Language Arts project from Weehawken, New Jersey; the Academic Improvement through Language Experience program developed in Kenosha, Wisconsin; and the Wisconsin Alternative Curriculum Design, based on both the five functions of communication--informing, expressing feeling, imagining, ritualizing, and controlling--and the five communication contexts--intrapersonal, dyadic, small group, public, and mass communication. The third section discusses the advantages of an integrated curriculum, including the encouragement of a better language arts balance; the promotion of audience awareness; the encouragement of experiential learning; and the provision of rich, varied language experience. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet provides a framework for successful inservice education in communication skills. The first section addresses the question of why teachers need inservice in oral and written communication by pointing to the lack of extensive writing in the schools, the lack of instruction in writing in most English education curricula, and the growing demand for increased instruction in the communication skills. The second section looks at the skills, knowledge, and attitudes that should be covered in an inservice program. The third section explains how to develop effective inservice programs and provides suggestions for assessing teacher needs, making both long and short range plans, and dealing with teacher differences. The fourth section discusses the roles and responsibilities of principals, teachers, and inservice leaders, while the fifth reviews steps in planning and implementing an effective program. The section also includes a sample 5-year inservice training guide. The final section examines ways to determine the success of a program. (FL.)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet presents a holistic view of learning focused on the development of oral communication. The first section of the booklet provides a rationale for increasing oral communication skills instruction, and discusses the five functions of communication: (1) controlling, (2) sharing feelings, (3) informing/responding, (4) ritualizing, and (5) imagining. The second section discusses various milestones in children's communication development and their instructional implications, while the third examines classroom communication practices and proposes several communication promotion techniques. The fourth section discusses the use of student groups in the classroom, with emphasis upon group training time, misinterpreted assignments, and disruptions. The fifth section presents methods designed to promote holistic learning in which the child grows in reading, writing, oral communication, and the content areas. (FL)

239 p. : 23 cm

This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a 'broadening module' (elective content-specific modules offered across the university curricula) at the University of Limerick (UL), entitled 'Communication Across Cultures'. The pedagogical approach follows a blended learning model where face-to-face lectures are combined with the "Cultural Encounters" programme series of iOOCs (interactive Open Online Courses) offered by E+VE. This pedagogical practice has received positive feedback due to the practical appropriateness and effectiveness of the VE to the module, and has also been successful in terms of intercultural awareness and learning, in addition to the development of intercultural competence and communication skills. [For the complete volume, "Designing and Implementing Virtual Exchange -- A Collection of Case Studies," see ED609252.]

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet examines the language interaction that takes place between student and teacher and between student and student whenever a geniune dialogue about an important event or problem occurs. The first section of the booklet examines the connection between dialogue and thinking and looks at classroom dialogue as: (1) a means of allowing teachers to find out if students know right answers, and (2) a conversational partnership. The section also discusses written conversations as a way of thinking. The second section explores in detail how dialogue works, describes the concept of interactional scaffolding, and reviews the conditions for dialogue. The third section explores whether dialogue and social interaction help students to think differently, and the fourth suggests ways teachers can engage students in more thinking together. The booklet contains a number of examples of student work. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet examines the language interaction that takes place between student and teacher and between student and student whenever a geniune dialogue about an important event or problem occurs. The first section of the booklet examines the connection between dialogue and thinking and looks at classroom dialogue as: (1) a means of allowing teachers to find out if students know right answers, and (2) a conversational partnership. The section also discusses written conversations as a way of thinking. The second section explores in detail how dialogue works, describes the concept of interactional scaffolding, and reviews the conditions for dialogue. The third section explores whether dialogue and social interaction help students to think differently, and the fourth suggests ways teachers can engage students in more thinking together. The booklet contains a number of examples of student work. (FL)

The Wake County Public School System, North Carolina, conducted a survey of middle school teachers regarding computer use and compared their use of computers to specific demographics: subjects taught, favored instructional purposes, age, years of teaching experience, and gender. Responses were received from 231 teachers, a response rate of 77%. Middle school teachers used computers more as their level of training increased, especially when the training addressed their specific subject areas. More frequent use was also related to specific training components, such as demonstrations and modeling or coaching and feedback. Participants' teaching areas showed a statistically significant relationship to computer use, with special education teachers most likely to use computers and physical education teachers least likely to use them. Consistent patterns with instructional approach were also evident. Teachers using a student-centered approach showed higher overall computer use. Younger teachers were more likely to use computers. Teachers also reported that having demonstrations and modeling of computer use on site increased their own instructional use of computers. Recommendations are made for continued staff development and additional training with a focus on subjects taught. The teacher survey is attached. (Contains 12 figures and 14 references.) (SLD)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet examines the role of technology in the classroom. Following a brief discussion of the impact of television on students, the first major section of the booklet explores the power of television as a curriculum tool. The second section reviews the new technologies, such as videodiscs, microcomputers, and word processors; discusses new applications of computers in the language arts; and refutes two myths concerning computers--that they are dehumanizing and that students' interest in computer instruction is due to the novelty of the experience. Other topics discussed in this section include the microcomputer-based curriculum being developed by Bolt, Baranek, and Newman through Department of Education funding; the Writer's Assistant program produced by researchers at the University of California at San Diego; and the microcomputer software developed at the Wisconsin Center for Education Research for use in teaching young children speaking and listening skills. The final section presents some drawbacks of computer instruction. (FL)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet discusses three visual models of teaching written composition. The first section of the booklet discusses the content area model, which begins with an abstraction presented to students (definitions of parts of speech or rules for subject-verb agreement, for example), then moves to models or examples, such as sample paragraphs or model short stories. The section also examines the shortcomings and the strengths of the model. The second section deals with the mastery model, a visual interpretation of B. Bloom's ideas, analyzing its flaws and advantages. The third section presents the writing process model, a synthesis of ideas from D. Graves, J. Britton, G. Stanford, and others. The discussion covers the various stages of the model, including prewriting, drafting, and proofreading, and offers a comparison of the model to others. The booklet concludes with three "excursions," extended treatments of several points related to the topic of models, including talk in the classroom, revision and teacher feedback, and the writing process, mechanics, and nonstandard English. Examples of student work are used throughout the booklet. (FL)

This paper presents a review of the literature, examines available empirical studies related to successful staff development programs, and provides recommendations to school administrators and teachers with respect to the establishment of effective programs. Staff development is defined as any inservice activity that can potentially increase an educator's effectiveness within the school system, and more specifically, any planned process of education and/or training which will benefit the teacher, student, and school system. Based on the literature review, the following recommendations are offered to school systems: (1) establish a viable staff development philosophy; (2) involve and encourage the cooperation of teachers and administrators; (3) establish a staff development committee comprised of volunteer teachers and administrators to find out what teachers know and what they need to know through the use of a needs assessment instrument or the use of the Delphi Technique; (4) establish an effective delivery system including inservice evaluations; (5) locate inservices in school buildings; (6) encourage teachers' peers to do inservices; and (7) give serious thought to the provision of quality time for inservice to take place. (LL)

This paper presents a review of the literature, examines available empirical studies related to successful staff development programs, and provides recommendations to school administrators and teachers with respect to the establishment of effective programs. Staff development is defined as any inservice activity that can potentially increase an educator's effectiveness within the school system, and more specifically, any planned process of education and/or training which will benefit the teacher, student, and school system. Based on the literature review, the following recommendations are offered to school systems: (1) establish a viable staff development philosophy; (2) involve and encourage the cooperation of teachers and administrators; (3) establish a staff development committee comprised of volunteer teachers and administrators to find out what teachers know and what they need to know through the use of a needs assessment instrument or the use of the Delphi Technique; (4) establish an effective delivery system including inservice evaluations; (5) locate inservices in school buildings; (6) encourage teachers' peers to do inservices; and (7) give serious thought to the provision of quality time for inservice to take place. (LL)

This paper presents a review of the literature, examines available empirical studies related to successful staff development programs, and provides recommendations to school administrators and teachers with respect to the establishment of effective programs. Staff development is defined as any inservice activity that can potentially increase an educator's effectiveness within the school system, and more specifically, any planned process of education and/or training which will benefit the teacher, student, and school system. Based on the literature review, the following recommendations are offered to school systems: (1) establish a viable staff development philosophy; (2) involve and encourage the cooperation of teachers and administrators; (3) establish a staff development committee comprised of volunteer teachers and administrators to find out what teachers know and what they need to know through the use of a needs assessment instrument or the use of the Delphi Technique; (4) establish an effective delivery system including inservice evaluations; (5) locate inservices in school buildings; (6) encourage teachers' peers to do inservices; and (7) give serious thought to the provision of quality time for inservice to take place. (LL)