That's because the Active Teaching in-service program is required for all newcomers, says Galloway's Active Teaching leader Caron Morgan. The program is offered before school starts in August, and follow-up sessions are scheduled throughout the year.

Although Active Teaching was designed for elementary school, at Galloway teachers of all grades--pre-K through 12--take the course. "It's very easy to adapt," says Morgan. "We use the same video and examples from the book, but then we ask the teachers, 'What is an example at the high-school level that makes the same point?' They are able to make the transition with no problem.

"After all, the principles are the same no matter what the age group--just like with the parenting classes."

Although she is not a teacher, Middle Learning Counselor Jenny Mazur was glad to take the Active Teaching program, too. Mazur is a former therapist who is just starting her first year as a school counselor. "I anticipated that I would have to do a lot of educating the faculty on how to communicate with students. But the class was like 'Counseling 101.' Knowing that they have already been exposed to these ideas is going to make my job easier."

Morgan also facilitates Active Parenting of Teens programs at Galloway and Active Parenting Today programs at her church. A kindergarten teacher, she started a teachers' support group while earning her Master's degree in Early Childhood Education. When Active Teaching was released she decided she liked it, took a Leader Training Workshop, and has been leading in-services ever since.

Morgan finds that the program is particularly well-suited to Galloway, a private school with 700 students and 94 faculty members. "Active Teaching fits the philosophy of our school, since we take a democratic approach to education."

At Galloway, the course is implemented in 15 hours: five hours a day for three days. Completing the program earns two staff development units. Although she feels that the video is what makes Active Teaching so powerful, one of MorganÕs primary goals involves the accompanying Teacher's Handbook. "I want them to get used to using the handbook as a way to do their own problem-solving throughout the year," she says. Before the follow-up sessions, Morgan asks to be notified of any problems that can be discussed by the group. The participants then consult with the Teacher's Handbook while brainstorming solutions. She supplements the programs with her own handouts, often prepared in response to a teacher's request.

All previous Active Teaching participants are invited to the follow-up sessions, and many who join in are veteran teachers looking for a tune-up. Morgan knows what a challenge it can be. "It's very difficult to change. Even if teachers recognize the need for change, or can see what they're doing wrong, it's not yet at the tip of their tongues. Sometimes they instinctively fall back on the old ways."

Therefore she sees yearlong reinforcement of the principles as crucial to the success of the Active Teaching in-service program, and hopes to find a way for teachers to get staff-development credits for the follow-ups, too.