Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.Brenda Kornegay Jones is Associate Superintendent of Human Resources for Pitt County (NC) School System. Jones has served as a personnel administrator for the past fourteen years.  In addition, she has worked as a principal, assistant principal, teacher recruiter, mentor, personnel director, and classroom teacher in both public and private settings.  Jones has published in the areas of mathematic instructional techniques, teacher recruitment and retention, and principal development.  In addition, she has presented workshops on the following topics: teacher evaluation, new principal development, teacher performance appraisal, teacher dismissal, personnel employment procedures, assessing high quality professionals, and teacher recruitment strategies. Ann Bullock is an associate professor of education at East Carolina University. She is the coordinator of alternative licensure programs, preparing teachers for all levels.  She has been especially effective in preparing teachers to teach at risk students.

"If you want to attract, reward, develop, and retain a highly qualified, cohesive faculty, this is the text for you. The authors provide administrators with a workable blueprint for faculty development. Aware of the need for differentiation, this text provides guidelines for developing new teachers, methods to work with marginal teachers, and a process for challenging highly qualified staff members."

• PrefaceAcknowledgmentsAbout the AuthorsPart I. The Foundations1. Understanding and Owning the Concept of Highly Qualified TeachersUnderstanding the Concept of Highly Qualified TeachersOwning the Concept of the Highly Qualified TeacherUsing Guidelines for LeadershipA Final Note2. Recruiting Highly Qualified TeachersUnderstanding the Need for RecruitmentUsing General StrategiesUsing Strategies That Respond to System NeedsRecruiting Graduates From Alternative ProgramsExpanding the SourcesA Final Note3. Selecting Highly Qualified TeachersStrategies to Use in the Preliminary StageStrategies to Use in the Middle StageStrategies to Use in the End StageAppendix: Overview of Employment LawPart II. The General Strategies4. Designing Your Own Model of Faculty DevelopmentHow Differentiated Supervision WorksEvaluation of the Differentiated SystemDeveloping a Homegrown Differentiated Model5. Implementing a Quality Staff Development Program for All TeachersDefining the Concept of Staff DevelopmentUnderstanding the Background of Staff DevelopmentChoosing an Appropriate Model of Staff DevelopmentImplementing Staff Development EffectivelyPutting It All TogetherA Final NotePart III. The Specific Approaches6. Developing a Quality Induction Program for New TeachersImportance of Induction ProgramsOrganizational Structures NeededSpecial Needs of New TeachersFeatures of Effective Induction ProgramsServices ProvidedUse of TechnologyEvaluation of Induction ProgramsA Final Note7. Working With Marginal TeachersDefining the Term and Identifying the Marginal TeacherDeveloping the Marginal TeacherEvaluating the Marginal TeacherMaking a Final DecisionHelping Marginal Teachers With Special ProblemsA Final Note8. Using Self-Directed Development With Highly Qualified TeachersUnderstanding the Nature of Self-Directed DevelopmentAnalyzing the Advantages and Disadvantages of Self-Directed DevelopmentUsing Implementation StrategiesSeeing How It Might Operate at the School Level9. Using Cooperative Development With Highly Qualified TeachersA Rationale for Using Teams for the Development of TeachersA Structure for Cooperative DevelopmentActivities to Help in the Development of TeachersCautions to Keep in Mind in Using Teams10. Working With Mentors to Develop Highly Qualified TeachersUnderstanding the Nature of MentoringSelecting MentorsTraining MentorsIdentifying Mentor FunctionsSolving Mentor Problems11. Using Curriculum Development as Faculty DevelopmentA Rationale for Curriculum Development as Faculty DevelopmentUsing Curriculum StandardsDeveloping Positive Faculty AttitudesDeveloping a Scope and Sequence ChartDeveloping Long-Term PlansPainting a Portrait of the YearIdentifying the Titles of UnitsAllocating Time to Each UnitRecording Decisions in a Long-Term CalendarWriting Units of StudyA Final NotePart IV. The Results12. Retaining Highly Qualified TeachersUnderstanding the Importance of RetentionAnalyzing the Reasons Teachers Leave Their PositionsUsing General Processes for RetentionUsing Specific StrategiesA Final Note13. Developing the Faculty as a Cohesive CommunityReflect About Values and PracticesCommunicate CohesivenessReinforce CohesivenessMake Special EffortsReferencesIndex

Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.Brenda Kornegay Jones is Associate Superintendent of Human Resources for Pitt County (NC) School System. Jones has served as a personnel administrator for the past fourteen years.  In addition, she has worked as a principal, assistant principal, teacher recruiter, mentor, personnel director, and classroom teacher in both public and private settings.  Jones has published in the areas of mathematic instructional techniques, teacher recruitment and retention, and principal development.  In addition, she has presented workshops on the following topics: teacher evaluation, new principal development, teacher performance appraisal, teacher dismissal, personnel employment procedures, assessing high quality professionals, and teacher recruitment strategies. Ann Bullock is an associate professor of education at East Carolina University. She is the coordinator of alternative licensure programs, preparing teachers for all levels.  She has been especially effective in preparing teachers to teach at risk students.

"If you want to attract, reward, develop, and retain a highly qualified, cohesive faculty, this is the text for you. The authors provide administrators with a workable blueprint for faculty development. Aware of the need for differentiation, this text provides guidelines for developing new teachers, methods to work with marginal teachers, and a process for challenging highly qualified staff members."

• PrefaceAcknowledgmentsAbout the AuthorsPart I. The Foundations1. Understanding and Owning the Concept of Highly Qualified TeachersUnderstanding the Concept of Highly Qualified TeachersOwning the Concept of the Highly Qualified TeacherUsing Guidelines for LeadershipA Final Note2. Recruiting Highly Qualified TeachersUnderstanding the Need for RecruitmentUsing General StrategiesUsing Strategies That Respond to System NeedsRecruiting Graduates From Alternative ProgramsExpanding the SourcesA Final Note3. Selecting Highly Qualified TeachersStrategies to Use in the Preliminary StageStrategies to Use in the Middle StageStrategies to Use in the End StageAppendix: Overview of Employment LawPart II. The General Strategies4. Designing Your Own Model of Faculty DevelopmentHow Differentiated Supervision WorksEvaluation of the Differentiated SystemDeveloping a Homegrown Differentiated Model5. Implementing a Quality Staff Development Program for All TeachersDefining the Concept of Staff DevelopmentUnderstanding the Background of Staff DevelopmentChoosing an Appropriate Model of Staff DevelopmentImplementing Staff Development EffectivelyPutting It All TogetherA Final NotePart III. The Specific Approaches6. Developing a Quality Induction Program for New TeachersImportance of Induction ProgramsOrganizational Structures NeededSpecial Needs of New TeachersFeatures of Effective Induction ProgramsServices ProvidedUse of TechnologyEvaluation of Induction ProgramsA Final Note7. Working With Marginal TeachersDefining the Term and Identifying the Marginal TeacherDeveloping the Marginal TeacherEvaluating the Marginal TeacherMaking a Final DecisionHelping Marginal Teachers With Special ProblemsA Final Note8. Using Self-Directed Development With Highly Qualified TeachersUnderstanding the Nature of Self-Directed DevelopmentAnalyzing the Advantages and Disadvantages of Self-Directed DevelopmentUsing Implementation StrategiesSeeing How It Might Operate at the School Level9. Using Cooperative Development With Highly Qualified TeachersA Rationale for Using Teams for the Development of TeachersA Structure for Cooperative DevelopmentActivities to Help in the Development of TeachersCautions to Keep in Mind in Using Teams10. Working With Mentors to Develop Highly Qualified TeachersUnderstanding the Nature of MentoringSelecting MentorsTraining MentorsIdentifying Mentor FunctionsSolving Mentor Problems11. Using Curriculum Development as Faculty DevelopmentA Rationale for Curriculum Development as Faculty DevelopmentUsing Curriculum StandardsDeveloping Positive Faculty AttitudesDeveloping a Scope and Sequence ChartDeveloping Long-Term PlansPainting a Portrait of the YearIdentifying the Titles of UnitsAllocating Time to Each UnitRecording Decisions in a Long-Term CalendarWriting Units of StudyA Final NotePart IV. The Results12. Retaining Highly Qualified TeachersUnderstanding the Importance of RetentionAnalyzing the Reasons Teachers Leave Their PositionsUsing General Processes for RetentionUsing Specific StrategiesA Final Note13. Developing the Faculty as a Cohesive CommunityReflect About Values and PracticesCommunicate CohesivenessReinforce CohesivenessMake Special EffortsReferencesIndex