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Identifying the Professional Development Needs of Public School Principals Based on the Interstate School Leader Licensure Consortium Standards
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Spanneut, Gene; Tobin, Jim; Ayers, Steve – NASSP Bulletin, 2012
The roles and responsibilities of principals are increasingly focused on instructional leadership. In many states, changes in the preparation and credentialing of future principals have been based on recognized leadership standards. Requirements for practicing principals to complete professional development aligned with such standards have also…
Descriptors: Professional Development, Instructional Leadership, Principals, Teaching Methods
The Value of Teacher Portfolios for Evaluation and Professional Growth
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Attinello, Jacqueline R.; Lare, Douglas; Waters, Faith – NASSP Bulletin, 2006
The demands placed on principals in the era of No Child Left Behind are rapidly increasing. In light of these challenges, balancing diverse roles and additional responsibilities can be arduous for even the finest school leaders. The use of portfolio-based teacher appraisals has emerged as an intriguing option to make the time required for teacher…
Descriptors: Professional Development, Principals, Administrator Responsibility, Teacher Evaluation
Back to the Classroom: An Invitation to Professional Renewal.
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Manera, Elizabeth S.; Cropper, Ardeth P. – NASSP Bulletin, 1980
A principal and a university professor maintain that their year's experience team teaching a high school class was an excellent means of professional renewal. (Author/JM)
Descriptors: Administrator Responsibility, Principals, Professional Development, Professors
Elements of Adult Learning in Teacher Professional Development.
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Terehoff, Irina I. – NASSP Bulletin, 2002
Examines concept and philosophy of andragogy (art and science of teaching adults) and ways that adults' self-image, experiences, and readiness to learn differentiate adult education from pedagogy. By creating an environment for adult learning and engaging school staff in mutual planning, design, implementation, and evaluation of professional…
Descriptors: Administrator Responsibility, Adult Education, Adult Learning, Principals
Collaborative School Management: Implications for School Leaders.
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Murphy, Peter J. – NASSP Bulletin, 1991
If school leaders are to resolve the unique administrative problems that educational reforms, greater parental involvement, new legislation, and a continuously changing society will generate, existing professional development experiences must be improved substantially. School councils will expect administrators to assess complex situations,…
Descriptors: Accountability, Administrator Responsibility, Advisory Committees, Cooperation
Providing Leadership for School Counselors To Achieve an Effective Guidance Program.
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Henderson, Patricia – NASSP Bulletin, 1999
Principals should delegate leadership authority to professional school counselors to ensure high-quality guidance programs. Principal leadership tasks include organizing for program delivery, advocating for school guidance programs and staff members, defining school counselors' jobs within the guidance program, encouraging continuous professional…
Descriptors: Administrator Responsibility, Elementary Secondary Education, Guidance Programs, Leadership Responsibility
The Principal as Chief Learning Officer: Developing Teacher Leaders.
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Ash, Ruth C.; Persall, J. Maurice – NASSP Bulletin, 2000
To prepare their students for successful futures, teachers must be willing to learn continuously, expand their own abilities, and assume ever greater leadership roles. Principals must create an environment that supports teacher collaboration, facilitates professional development, and recognizes the concept of teacher leadership. (MLH)
Descriptors: Administrative Problems, Administrator Responsibility, Educational Environment, Elementary Secondary Education
Technology Integration at the Middle and High School Levels: A Model for Staff Development.
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Armstrong, Deborah; And Others – NASSP Bulletin, 1996
When teachers become technologically literate, students are the beneficiaries. Principals can ensure that appropriate supports are present and the school climate encourages teachers' professional development efforts. One such program is Computer Assisted Teacher Talk, a summer-institute program that helps teachers learn to use computers to foster…
Descriptors: Administrator Responsibility, Computer Literacy, Educational Environment, Educational Technology
The Springfield Link: Springfield's Relevance to the Real World.
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Watts, G. Wayne – NASSP Bulletin, 1986
A South Carolina high school band director describes his experience with the Springfield Simulation, a role-playing seminar/workshop where individuals are assigned roles and situations that will aid them in developing administrative skills. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Responsibility, Administrator Role
The Springfield Link: Rejuvenating One's Administrative Spirit.
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Logsdon-Magos, Marsha – NASSP Bulletin, 1986
A migrant education resource teacher from California describes the personal and professional benefits she obtained from her participation in the Springfield project, a role-playing seminar/workshop for administrators. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Responsibility
Curriculum Reform in Middle Level and High School Mathematics.
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Cauley, Kathleen M.; Seyfarth, John T. – NASSP Bulletin, 1995
The National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" (1989) and "Professional Standards for School Mathematics" (1991) need principals' help to be implemented. Secondary principals should become familiar with standards, provide teachers with long-term professional…
Descriptors: Administrator Responsibility, Collegiality, Curriculum Development, Mathematics
The Springfield Link: Ten Reasons Springfield Works.
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Moses, Joseph L.; Hakel, Milton D. – NASSP Bulletin, 1986
"Springfield," a simulation-based development program for those who have completed the NASSP assessment center, works well for 10 reasons: motivation, talent, self-assessment, feedback, specific goals, realistic simulation, behavior modeling, developmental mentors, on-the-job development, and a follow-up seminar. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
The Springfield Link: Oregon One of Four States to Pilot "Springfield."
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Robbins, Wayne R. – NASSP Bulletin, 1986
Oregon was selected as one of four pilot states to field test the Springfield Simulation. Logistical problems are described, followed by a procedural account of the process: personnel, initial briefing, research packets, the three-day simulation, feedback from mentors, and a follow-up at the end of three months. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
The Springfield Link: You're Trying to Help Me. That's Neat.
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Minton, Anne – NASSP Bulletin, 1986
An assistant principal from Alabama describes her application of one of the skill dimensions derived from the Springfield Simulation--problem analysis--to a low-achievement problem among her fifth graders. Before she was through, she had exercised all the other skill dimensions as well: judgment, sensitivity, leadership, decisiveness, and…
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications