The Urban Inservice Education Experience, Fordham University, New York. Teacher Corps Reports: Inservice Development Processes.

Overview & Synopsis

The papers in this volume emerge from the experience of Fordham University and the Angelo Patri Intermediate School through their mutual efforts to establish an open-space school in a highly complex, low-income neighborhood of inner-city New York. The papers prepare the reader to understand the process involved in developing programs under conditions of organizational change and the implementation of new programs and concepts of education. Close coordination with the union was maintained, and the papers reflect an understanding of working with the teachers' organization as a collaborative partner. The following topics are covered by the study: (1) collaborating in inservice education: a teacher's perspective; (2) changing and emerging roles in education: the role of the superintendent; (3) a Dean's reappraisal of the university's role in inservice education; (4) school community interaction; (5) open education as an alternative; (6) designing inservice education; (7) adapting college courses for on-site teacher education; (8) professional staff needs assessment; (9) school design and the educational process; (10) an inservice "lifeshop"; (11) students' role in quality education; (12) the school-based trainer of teachers; (13) curriculum development: its goals and strategies; (14) incentives for teachers in inservice education; (15) the supervisor as school instructional leader; (16) teacher evaluation-a teacher unionist's view; (17) the urban mission of the university. (JD)