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This document is a compilation of 11 separate reports on the Houston Independent School District (Texas) support program, 1989-90, which paired over 300 first-year teachers with mentors who usually taught the same subject or grade level, were assigned to the same school, were experienced, agreed to work with beginning teachers, and were paid a stipend. The 11 technical reports are derived from studies of the perceptions of the program participants in October 1989, after they had taught for 2 months, and again in April 1990, after they had taught for 8 months. The following reports are included: (1) "Teacher Conservation Project Houston Independent School District 1989-1990"; (2) "Perceptions of First-Year Teachers of the Assistance Provided by Experienced Support Teachers"; (3)"Perceptions of Experienced Support Teachers of the Assistance Provided to First-Year Teachers"; (4) "Interviews with First-Year Teachers and Their Experienced Support Teachers"; (5) "Effects of Experienced Support Teacher Assistance on First-Year Teacher Confidence, Satisfaction, and Plans To Continue Teaching; (6) "Perceptions of Certified Elementary Teachers and Alternatively Certified Teachers"; (7) "Designing Effective Induction Programs"; (8) "Perceptions of First-Year Teachers of the Assistance Provided by Experienced Support Teachers after 8 Months of School"; (9) "Perceptions of Experienced Support Teachers at the End of 8 Months of School of Their Assistance to First-Year Teachers"; (10) "Effects of Experienced Support Teacher Assistance after 8 Months of School on First-Year Teacher Confidence, Satisfaction, and Plans To Continue Teaching; and (11) "Perceptions of Certified Elementary Teachers and Alternatively Certified Teachers after Teaching 8 Months." (JD)

The results of the research and planning activities for the first year's operation of the School Based Teacher Educator (SBTE) project are reported in this document. Two goals were established for the project. The first was to develop competency specifications and prototype training materials for the school based teacher educator. The second goal was to develop a cooperative network among Texas Teacher Centers for developing the SBTE role. Section I of this report explains the purpose of the project. Section II outlines the organization of the project as it works toward the second goal. The process for specifying competencies involved extensive analysis of the literature, interviews with persons engaged in SBTE, reactions of national experts and state educators, and considerations of clinical practice modes of operation; this process is summarized in Section III. The efforts of the Training Task Force in developing general guidelines for alternate procedures for preparing school based teacher educators are reported in Section IV. Section V explores the basic question of whether credentialing the school based teacher education would increase competency. The project evaluation is reported in Section VI. Section VII lists unpublished project documents that provide greater detail on each project activity. The Recognition System for SBTE is appended. (MM)

The basic question addressed in this monograph is whether credentialing the preservice or inservice school based teacher educator is necessary and/or desirable. To study this question, a series of related issues were posed and investigated: (1) Is there a need for credentialing? (2) What institution would award the credential, and should recognition be local or statewide? (3) To what extent should individuals and institutions be required to participate in the credentialing system? (4) Would the credential be permanent or renewable? (5) What is the basis for the credential? (6) What procedures would determine the award of the credential? and (7) What would be the form of the credential? In Section I, each of the above issues is discussed. Section II reports a study of professional perceptions concerning each of these issues gathered from 152 educators. Texas teachers, administrators, and teacher educators in Houston, Galena Park, Abilene, Waco, and Tyler responded to a survey that was completed as part of a regularly scheduled professional meeting. The state Teacher Education and Standards Committee also completed the survey. Section III reports on the deliberations of 85 educators at a state SBTE conference in the spring of 1976. Twelve small groups worked independently to design a system for credentialing SBTE. Each of these proposals is described with general conclusions. Appendix A concerns the Credentialing/Recognition System for School Based Teacher Educators; Appendix B, the Recognition of SBTE; and Appendix C, a Recognition System for SBTE. (MM)

The goal of this project is twofold: first, to improve teacher education by developing a set of competency specifications for the role of school based teacher educators and developing a prototype set of training materials for this role; second, to develop a cooperative network among teacher centers for developing, training, and recognizing the competence of school based teacher educators. For the purpose of clarifying these goals, this document translates them into six specific objectives. These are: (1) specify competencies for school based teacher educators; (2) design a system to assess the demonstration of those competencies; (3) develop and test training systems for selected competencies; (4) survey interests and concerns of teacher centers regarding the school based teacher educator's competency demonstration; (5) organize a network of teacher centers for interaction with project activities; (6) involve selected teacher centers in prototype and field tests of school based teacher educator training systems. This report includes sections discussing the following topics in detail: (1) an overview of the project; (2) competencies, assessment, and resources for school based teacher educators; (3) instructional materials development; (4) building an educational network; (5) external evaluation of the project; and (6) a bibliography of publications on the subject of school based teacher educators. (JD)

The contents of this volume are directed to designers and managers of staff development programs. It is designed to provide a systemic consideration of all factors involved, including the long-range goals of staff development, the behaviors of the people involved, the interface of existing organizational structures, and the mechanisms for program planning and development. The potential for systemic educational programs is described, models of programs are presented, and implications for teacher education are discussed. The dimensions of educational systems and change are outlined in the first two chapters. Chapters 3 and 4 focus on changing people. The attitudes, aptitudes, perspectives, and values of the professional staff to be trained, the trainers of the staff, and the community as a composite of individuals, are considered as interacting elements in the change process. The fifth and sixth chapters examine inservice education from the communication/organizational perspective. The structures for staff development programs are described in rural and urban setings. The last section considers programs and their development. Emphasis is placed on the importance of needs assessment in developing an inservice program. An approach to planning that has proved effective in a number of workshops is provided. (JD)

The Free University of Iran was established for the purpose of expanding higher educational opportunity in all areas of the country and training semiprofessional and professional manpower in Iran, particularly in less developed rural areas. The University initially is concentrating its training in the areas of teacher education, health services, and rural development. In designing and implementing all educational programs the principles of competency-based education are being applied. The most pressing need has been determined to be competent secondary school teachers of science and mathematics. To train teachers to meet this need, a priority listing of goals was specified using three basic criteria: relative importance and influence with respect to continued development of Iranian society; relative feasibility when considering the conditions necessary to implement each goal; and relative time required for prospective teachers to demonstrate adequately the necessary competencies. The required skills for teachers are delineated within the framework of these goals. Components of the four-year training program are outlined in this paper. (JD)

The advantages and disadvantages of an extended planning period for implementing a Teacher Corps program are examined. A planning period of several months duration, four to six months for example, is deemed beneficial to the outcome of a project, while a longer period may possibly cause a loss of momentum and sense of goal. However, a planning period longer than two months provides the potential for a more effective project only if management plans formulated during proposal writing and revised during preplanning periods are monitored regularly. It is pointed out that special training opportunities should be provided as part of the planning period for program managers, and that intern recruitment should be initiated early. A set of guidelines developed for Teacher Corps Advisory Groups is presented. Appended to this report are: (1) a chronicle of study events; (2) memoranda to study team; (3) indicators of extended planing period; (4) areas to consider in assessing planning; (5) materials reviewed during the study; and (6) interview protocols. (JD)

The Texas Network for Preparing School Based Teacher Educators (SBTEs) is a statewide cooperative effort of forty teacher centers, governed by an advisory board of fourteen members, and devoted to the improvement of instruction in elementary and secondary schools through improved practice of SBTEs. The SBTE is defined as being a professional educator, with responsibility for either preservice, inservice, or continuing teacher education, and whose primary base of operation is in the elementary or secondary school. The program is dedicated to (1) improving teacher education in Texas by developing competency specifications and instructional resources for the SBTE, (2) organizing a cooperative network among Texas Teacher Centers which supports SBTE development, and (3) demonstrating and studying a program involving a consortium of consortia. The four major program thrusts are network building, competency specifications, credentialling systems, and instructional systems. Each of these activities is described in detail. Evaluation studies of program effectiveness, program budgeting factors, and program outcomes are summarized. (MJB)

Ten separate articles reviewing the training programs operated by 10 corporations and agencies are collected in this booklet. The articles describe the programs and assess their implications for teacher education. An introduction and a summary of the implications complete the document. The titles and authors of the articles are "Introduction: Corporate Training in Perspective," by W. Robert Houston; "Arthur Andersen & Co., Societe Cooperative: Implications from a Big-Eight Accounting Firm," by David M. Byrd, Sharon A. Shrock, and Oliver W. Cummings; "Promoting High Standards Through Training in M. D. Anderson Hospital Division of Nursing," by Hersholt C. Waxman; "Attention to Detail Characterizes Training at the Boeing Company," by Theodore E. Andrews; "Knowledge, Physical Ability, and Integrity Through Training in the Border Patrol," by Robert E. Wright; "The Disney Approach to People Management and Training," by Fanchon F. Funk, Deede Sharpe, and Mildred M. Usher; "Training Programs for Current and Laid-Off Workers at General Motors," by Glenora Irwin Andresen; "Becoming a Sales Representative for Harris-Lanier Thought Processing Division," by Renee Tipton Clift; "Monday Night Motivation at Mary Kay Cosmetics," by Douglas M. Brooks and Kathy Bristow; "Motorola: Multiple Training Programs for Worldwide Microelectronics Manufacturing," by Elizabeth S. Manera; "Southern Company Services, Inc: Successful Employee Development," by Janet Towslee Collier; and "Congruency Between Purpose and Practice in Education," by W. Robert Houston and Billy G. Dixon. Among the conclusions drawn are that (1) administrators should understand and be capable of performing the roles of those under them, and should occasionally perform those roles; (2) new personnel should receive careful supervision and training in the procedures of the organization; (3) operational units should be given responsibility for and held accountable for their own specific functions; (4) an effort should be made to draw personnel into the organizational culture and obtain their commitment to it; (5) personnel should be kept well informaed of developments affecting the organization; (6) continued professional development is essential; (7) opportunities for career growth should be made available; and (8) the motivation of personnel is very important. (PGD)

The challenges of burgeoning enrollment and the high concentration of lower-income and ethnic minority students, a climate of low expectations, teacher and student mobility, and increasing drop-out rates, led to the formation of the Houston (Texas) Consortium of Urban Professional Development Centers. The consortium focuses on urban schools; it includes: 4 universities, 16 professional development schools in 3 large school districts, the Region 4 Education Service Center, and the Harris County (Texas) Department of Education. The program includes all prospective teachers and involves both preservice and inservice education; it is systemic and based on knowledge of research on adult learning and exemplary practice. Among its objectives are to increase the knowledge and performance of preservice teachers and to increase student learning in urban professional schools. The goal of the program is to develop and implement a highly effective school-based, technology-intensive teacher preparation program that will increase the achievement of urban students. In addition to the explanation of the program goals and objectives, this document includes: 1994-95 Year-End Report, Houston Consortium of Urban Professional Development and Technology Centers; Houston Consortium, Strategic Plan 1995-1996; Association of Teacher Educators Distinguished Program in Teacher Education Award Application, Presentation (February 26, 1996, St. Louis, Missouri); and Professional Development and Technology Schools (reports on the 16 professional development schools). (JLS)

This study compared elementary teachers' perceptions of their teaching assignments and preparation for teaching with student teachers' responses. Teachers were less enthusiastic, appreciated academic courses more, rated the impact of preparation programs higher, and cited inadequate preparation in handling classroom management and behavior problems as the main weakness of preservice programs. (SM)

Studies problems of 69 traditionally prepared and 162 alternatively certified first-year elementary school teachers in Houston (Texas). Results show that alternatively certified teachers appear to have more problems after two months, but differences disappear by eight months, supporting the utility of alternative certification. (SLD)

This volume is a definitive guide to what is known about the preparation of teachers, induction into the tasks of teaching, and career teacher development. It is designed for educators responsible for preservice teacher education and inservice staff development. The articles are organized in nine sections under the following heads: (1) Teacher Education as a Field of Inquiry; (2) Governance of Teacher Education; (3) Contexts and Models of Teacher Education; (4) Participants in Teacher Education; (5) Curriculum of Teacher Education; (6) Processes of Teacher Education; (7) Evaluation and Dissemination; (8) Teacher Education in the Curricular Areas; and (9) Broadened Perspectives of Teacher Education. The book analyzes the knowledge base undergirding teacher education; examines unique approaches in 11 disciplines; explores research methodology and philosophical inquiry, and historical studies; and suggests areas for future research. (JD)