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…

According to a study of 20 outstanding principals, administrators valued as instructional leaders value their role as staff developers, view their key function as facilitator, and are driven by a clear vision for the school. These principals view themselves as role models for continual growth, are self-assured, and open to change. (eight…

Adult learners bring a greater background of life experiences to the learning situation; may experience diminished learning rates, if not ability; and approach learning from personal or professional needs, not compulsion. Effective adult learning requires time for reflection and for application and manipulation of ideas. Principals dealing with…

Summarizes a 1993 year-long study of six beginning school administrators's career-transition experiences. Based on data gathered through interviews with these administrators and the author's own experience, this article offers recommendations for new principals and assistant principals covering three professional-development areas: academic…

Presents a portfolio assessment model that encourages teachers' professional growth while helping them evaluate their subject-matter knowledge; intellectual and problem-solving abilities; pedagogical skills; curriculum knowledge, insight, and skill; knowledge of learners and learning; and attitudes and dispositions. States that when teachers…

Most principals believe their job includes identifying and developing future school leaders. Expectations for principals as teachers of adults are increasing. The 4MAT instructional model provides a user-friendly, research-based structure for principals to design powerful retreats and workshops aimed at increasing leadership behavior among all…

Effective professional development is a faculty-directed process that encourages modification of behaviors based on critical self-reflection and evaluation of one's assumptions and beliefs about targeted development areas (such as teaching, curriculum, or school environment). This article presents a comprehensive faculty-development model that…

An urban Louisiana school system successfully graduated 23 adult dropouts, awarding them real high school diplomas, thanks to the collaborative efforts of various social service agencies, intensive staff development, and sensitivity to students' economic and affective needs. Although schools cannot solve all the personal problems confronting the…

Outlines recommended practices for strengthening administrator preparation programs. Preservice programs should emphasize development of reflective skills; ethical and moral leadership qualities; adult learning principles; coherent, integrated curricula; and updated teaching and learning processes. Aspiring principals need more opportunities for…