This study, initiated by the Scarborough (Ontario) Board of Education, examines principals' perceptions of their role in curriculum implementation, the difficulties inherent in this role and the support systems available to assist principals, and the leadership component of the principals' role in curriculum implementation. Interviews, based on a…

This synthesis of research findings translates investigations in instructional leadership into a working model for practitioners--principals, assistant principals, teachers, and others. Three kinds of research--theoretical, practical, and ethnographic--are used to develop a model based on six interrelated functions of instructional leadership,…

This collection of readings on secondary school principalship consists of selected articles published in the NASSP Bulletin from 1980 to 1985. The book is divided into eight topical chapters, each consisting of articles by different authors. The introductory chapter consists of five articles that focus on the role of the secondary school…

This handbook provides resources for curriculum directors and other instructional leaders in Georgia school systems to assist in reviewing, evaluating, and updating their instructional programs. The first section lists the various roles of the central office instructional leader, presents a model of the domains of instructional supervision, and…

This speech discusses problems that principals face in trying to implement effective school strategies, describes ongoing research in instructional management, and identifies school improvement strategies used by particularly effective principals. The first section addresses practical problems in finding the appropriate balance between high…

This sixth edition of this book continues with its original perspective on instructional leadership. As in earlier editions, it brings perspectives of change, classroom practice, instructional leadership, adult development, staff development, evaluation, and political and social theory into the everyday life of schools. It is designed as a…

There is a critical need for facilitators of children's groups, and this shortage may be due to a lack of adequate training courses. The purpose of this article is to provide a framework for educators to develop a course to meet this training need. To develop a course in children's group work, instructors need to know what to teach as well as how…

Current restructuring of education calls for more teacher involvement in the planning and delivery of instruction. This yearbook gives examples of teacher involvement as it updates the supervision process. Four sections include 13 essays by various authors. The first section is entitled "The Context" and includes four essays: (1)…

Suggestions for teacher-oriented supervision of classroom practices, development of new courses, and grading and assignment policies are discussed. (HTH)

Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)

The principal coordinates curriculum change in the public schools. Critical features of effective curriculum implementation are open communication, a strong staff development program, and daily encouragement and support of faculty members. Planning and organization, financial support, and human support are among the principal's significant…

Today's instructional leader must possess skills in four critical areas: curriculum development, clinical supervision, staff development, and teacher evaluation. (Author/JM)

This article includes the contents of a paper presented at the 1999 National Staff Development Conference, then summarizes data collected from attendees of that conference session in response to a written survey distributed and completed during the session. The conference session explained that paraeducators require training, but there is concern…

This final report describes accomplishments and activities of the 4-year Super-Vision project, designed to train teachers to supervise paraeducators in their work with students who have disabilities. The project used a problem-solving, consultative model, validated curriculum materials ("Teamwork and Evaluation"), and a training of trainers…

Too little emphasis is placed on instructional supervision in special language programs for limited-English-proficient students. Such supervision can provide a mechanism to promote the growth of instructional staff, improve the instructional program, and lead to curriculum development. Many supervisors are undertrained and unable to provide…