The characteristics of effective staff development programs and inservice activities are beginning to emerge. Furthermore, the author suggests, six specific purposes for staff development are implicit in the professional literature: (a) pedagogical growth, (b) understand ing and discovery of self, (c) cognitive development, (d) theoretical develop ment, (e) professional development, and (f) career development. Howey argues that though the knowledge base con cerning staff development is fragmented, adequate data exist to guide the design of programs that can prepare more and better teacher leaders.
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