The last time we dedicated an issue of Field Notes to staff development, it was 1998. Field Notes was called Bright Ideas, and the ABE landscape nationally, regionally, and locally looked vastly different. The movement toward standards-based education, increased accountability, and measured outcomes under the Education Reform Act has affected not only classroom teaching in ABE but professional development as well. Teachers are continually balancing how they can engage in staff development needs intended to improve classroom teaching while also attending required trainings often related to increased demands for assessment and documentation of outcomes.

Within Massachusetts, several changes have strengthened staff development for ABE practitioners. The field testing, modification, and publication of the ABE Curriculum Frameworks through the Massachusetts Department of Education, Adult and Community Learning Services (ACLS) provides guidance for curriculum development. And through the Massachusetts Departmetn of Education an ABE license is now issued on a voluntary basis. Practitioners seeking a license can now engage in professional development specifically designed to meet the needs of adult learners. SABES, the system for Adult Basic Education Support, has experimented with theme-based, long term initiatives that help teachers and programs increase the depth, as well as breath, of their professional development.

We have also seen an increase nationally in professional development organizations for ABE practitioners. The Association of Adult Literacy Professional Developers (AALPD), for example, develops and advocates for policies that support adult basic educaiton programs in implementing stronger professional development systems. (See page for more information). Since 1998, more research has been conducted into what constitutes effective staff development for adult basic education practitioners. The National Center for the Study of Adult Literacy and Learning (NCSALL), for example, has worked on linking research with classroom practice and publishes their results in their quarterly Focus on Basics.

This issue of Field Notes touches on some of the changes in staff and program development that make choices for practitioners richer than ever. For example, David Rosen outlines possibilities for connecting with colleagues, resources and training online. Betsy Lowry describes a system the Community Learning Center in Cambridge has found useful in linking program and staff development; Susan Chernilo discusses her experience with teacher observation as a staff development choice. In addition to articles on policies, principles, and practice, this issue also offers an article by Tzivia Gover on stress reduction, and one by Mev Miller on the connection between spirituality and staff development. As always, we welcome your feedback, suggestions, and submissions.

Lenore Balliro is the editor of Field Notes. She may be reached at: lballiro@worlded.org