The Harvard Principal's Center was established to improve the quality of schools by encouraging different ways of thinking about common problems, by offering opportunities for shared problem solving and reflection, and by providing a context of mutual support and trust in which personal relationships may develop. The center is described. (MT)

This article advances the premise that the collegial support model for professional development has the potential not only for changing the behavior of principals but perhaps even for restructuring the ways schools are run. The Institute for Development of Educational Activities Principals' Inservice Program is reviewed. (MT)

A collaborative research project to investigate a principal's roles and how those roles affect instructional leadership is described. The principal and a doctoral student worked as coinvestigators for three months. The principal found the research to be a way to engage in meaningful professional development. (MT)

The possibilities of the use of case literature by mentor teachers to convey theoretical knowledge to beginning teachers and to promote reflection and analysis are explored through a review of the advantages for mentor teachers, beginning teachers, and the school, as well as some obstacles and topics for cases that master teachers could develop.…

Describes a collaborative mentoring relationship between a graduate student and the director of a university laboratory school, which grew as they became college professors. The mentoring relationship provides opportunities for them to develop dispositions and abilities that are important in strengthening their capacities to grow personally and…

The roles of mentors in entry-year teacher programs are explored, with particular emphasis on the Ohio experience with entry-year and mentoring programs. Entry-year programs have the potential for addressing several perspectives on the development of teachers that inform the nature of mentor leadership. (CB)

Examines the importance of the induction phase for graduates of Transforming School Counseling Initiative programs, offering a rationale for strengthening the involvement of counselor educators in this process, reviewing relevant literature, and discussing: current practices in practicum and internship, mentoring and supervision, the need to…

An alternative approach to the professional development of educators is described. This approach focuses on the interrelationship between teacher behavior and child behavior and their joint influence on the learning environment. Theory and practice in education are interactive concepts rather than discreet and isolated entities. (JN)

Describes the underlying knowledge, skills, and attitudes that transformed school counselors need in order to work effectively in rural schools and communities, discussing the Transforming School Counseling Initiative and providing a snapshot of salient issues facing rural education and communities and examples of how transformed school counselors…

Journal writing in action research can be a tool for uncovering the facts of a situation (an empirical approach), or the expression of a professional life (a phenomenological approach). These two approaches are explored, and a radical redefinition of action research journal writing is presented. (IAH)

Describes collaborative involvement in a professional development school from the perspective of five people (one university educator and four school teachers) who took on new roles and responsibilities. Discusses tensions and balances, participants' differing states of readiness, and changes that collaboration initiated and supported. (SM)

Examines equity within the Holmes Group, noting problems faced by one regional committee in trying to ensure that the group effectively addresses race, class, and gender. Recommendations are made on how to institutionalize equity into organizational structure. (SM)

This paper describes the process that school-based and university-based educators followed to transform a long-term cooperative relationship into a professional development school community. The school-university partnership involved teachers and staffs from four elementary schools, and faculty and graduate students from the language, literature,…

Describes a mentoring project involving a university teacher educator and three elementary teachers. Examines what they learned about the power of focused observation, writing, and practice-centered talk to promote teacher learning. Journal excerpts show the project's progress and reflect concerns participants had as they determined how to work…