Dichlorocyclobutenones 1a and 1c were exploited in the synthesis of unsaturated lactones 9 and 10 via intramolecular entrapment of a vinylketene with an alcohol. In contrast, thermolysis of dichlorocyclobutenones 1b or 1d in methanol led to unsaturated ketone 14 through deprotection, intramolecular Michael addition of the alcohol to the cyclobutenone and torquoselective ring opening.

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program. Educators of educators are often a naive lot; for the most part we enjoyed learning. Because we are able to take from a learning situation what we wanted and needed, we were motivated to continue to learn and were enthusiastic about learning. Consequently, we assume that when we deliver inservice or staff development content our audience shares this acceptance and enthusiasm. Unfortunately, this is not always the case. As a number of recent surveys have shown, there is widespread dissatisfaction with inservice training programs throughout the country. At the local district level, institutions of higher education (IHE) offering the inservice programs are seen in a negative light. These surveys show that staff development or inservice that occurs closest to the classroom is seen as most helpful and is accepted best. This should be a clear message to those who have responsibility for the delivery of programs aimed at improving student instruction through staff development. Current practices should be studied critically and thoughtfully and changes made that will result in more productive professional development. To do this, it may be helpful to use a series of question clusters related

Staff development, under the title inservice education has been with us ever since the time when new teachers entered the profes sion clutching their normal training certificates. For years, teachers were better educated than the general populace, and an occasional teacher's institute or convention sufficed to keep them informed about developments in their field. The school curricula (and the world) changed very little, and once teachers had demonstrated rea sonable effectiveness, they were granted per manent teaching certificates, licensing them to teach indefinitely without further training. However, as the educational system be came more complex, policy-makers began to re quire continued professional training for new or renewed certification. Salary schedules reflected concern for continuous growth through salary increments based on additional university work. Unfortunately, the additional work was not al ways directly related to increasing the com petence of the staff member in his or her teaching assignment. A New Look at an Old Idea