The successful teacher possesses certain indispensable personal traits and professional attitudes. Are these traits and attitudes associated with high intelligence? Are high intelligence test scores predictive of success in teaching? Do successful teachers have a high degree of scholarship? What is the relation of a high college scholarship to success in teaching? Can the major professors predict success in teaching on the basis of success in college? How accurate is the critic teacher's report in predicting professional ability? Finally, what personal traits and professional attitudes are considered the most important by the principals and how are teachers rated on these? Consideration will be given to these questions to find out what constitutes success in teaching as indicated in the principals' and superintendents' reports.

Since the mid-1980s several forces have brought about changes in the delivery of special education services to students with disabilities: the Regular Education Initiative and inclusive education movements; increase in parent advocacy for including students with disabilities in general education classes; increases in student diversity in terms ofrace, language, income, exceptionality, and culture; and a trend toward heterogeneous grouping in special education classes. As a consequence, the new California Standards for teacher credentials in special education require competencies and skills to implement inclusive service delivery models. Current holders of Learning Handicapped (LH) and Severely Handicapped (SH) credentials, trained under previous standards, may not have all of these skills. The purpose of this study was to determine training needs of veteran special education teachers in California, as perceived by those teachers and their school site administrators. Specifically, this study sought to determine the extent to which these teachers and administrators perceive that (a) the teachers possess 31 skills in eight new Level I standards and (b) the teachers need additional training in these skills. Responses to 167 questionnaires completed by LH teachers, SH teachers, and school site administrators, and two follow-up interview sessions with a selected subsarnple of each group were analyzed. Overall, the teachers perceived themselves to be competent in the examined skills and indicated little need for further training. Responses to follow-up interview questions showed that they have a balanced awareness of their competencies and need for training. Administrators rated the teachers lower in skills and in greater need of training than the teachers rated themselves, but the administrators expressed (a) a high level of regard for the abilities of the teachers and (b) a high level of expectation for the teachers as they take on new roles in the inclusive system. Based on the findings, it was recommended that (a) districts implement pragmatic inservice training, rather than university coursework; (b) administrators formally state their expectations for these teachers in the general education setting and provide system-level support and training to facilitate the teachers' assumption of their new role; and (c) administrators form a closer alliance with these teachers to better understand their performance and their needs.

In recognition of this unprecedented challenge, does the curriculum of the teacher education program of secondary school teachers at the College of the Pacific meet the needs of its candidates? Does the secondary teacher education program adequately equip them to make their place in the secondary schools of today? Are they prepared academically and professionally? Are they prepared for community leadership? It is in an attempt to determine how completely the secondary teacher education program of College of the Pacific meets the needs of its graduates that the School of Education of the College of the Pacific has undertaken this study. Hence, this study will attempt to portray the effectiveness of the secondary teacher education program at the College of the Pacific in meeting the needs of its candidates academically, professionally, and in community leadership. In order to determine the effectiveness of this teacher education program, the study will analyze: (1) The education and professional status of the College of the Pacific secondary teacher education graduates.; (2) Guidance in the secondary teacher education program at the College of the Pacific.; (3) The academic education of the secondary teacher education program graduates of the College of the Pacific.; (4) The professional education of the secondary teacher education graduates of the College of the Pacific.; (5) The participation of the secondary teacher education graduates of the College of the Pacific in community activities in the community in which he teaches.

This paper is concerned with the professional preparation of teachers and seek to set forth and evaluate the ideas which teachers in the field think would improve the chances of success for the teachers now in training. Obviously, the person to realize the advantages and disadvantages if the preparation which he has had. It is apparent also, that our present system of educating teachers is out of step with present day needs in some respects. A small number of responses were received from the elementary group and therefore the conclusions which will be set forth in this article are predicated very largely upon the answers received from the others. Nevertheless, a high percentage of the suggestions and criticisms which the survey produced may be applied directly to the elementary schools. Evaluation of answers was made somewhat difficult by the fact that in some cases a given answer was not that or an individual but of a committee of teachers. Of course, such a response is really entitled to more consideration, but to know just how much more is something belonging to speculative rather than mathematical thinking. Many replies did not bear directly upon the question. Where replies do not seem to bear directly on the question considered, these will be placed at the end of each group under the heading of "Miscellaneous Replies". The responses from the committees especially, showed that the thinking was clear, concise and well organized. In many cases several answers were grouped under one heading in the compilation. Perhaps there is a need for further grouping under basic fields, but in some cases we do not have the word or words to name the basic field. This is true especially, concerning basic traits for teachers.

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This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.

The purpose of this project was to develop a curriculum writing guide to assist faculty at Mt. San Jacinto College (MSJC) with curriculum development and revision.

The purpose of this project was to develop a curriculum writing guide to assist faculty at Mt. San Jacinto College (MSJC) with curriculum development and revision.

This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.