The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and…

As secondary school leaders consider a shift toward standards-based grading (SBG) practices, they are no doubt weighing the odds of a successful implementation process. This research followed up on a study from 2014 to identify the challenges secondary school leaders experience when changing the currency of the classroom from points to learning.…

A firm grounding in change theory can provide educational leaders with an opportunity to orchestrate meaningful organizational improvements. This article provides an opportunity for practicing leaders to review four major theories of organizational change--continuous improvement, two approaches to organizational learning, and appreciative inquiry.…

Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…

This follow-up study presents findings from 11 structured interviews that were conducted with principals engaged in a conversion from a large comprehensive high school to six small schools. Key findings are (a) the greatest barrier to improvement was entrenched instructional patterns and (b) goals of college readiness and social/emotional…

School change efforts to develop schools as learning communities result in schools that are constantly learning and thus changing. This collective case study of four schools involved in a 4-year reform effort begins to examine the ongoing sustainability of a learning community. The study draws insights about the sustainability of learning…

A membership organization, the Harvard Principals' Center is showing that school administrators will voluntarily engage in activities promoting their growth as leaders in school improvement. The center provides an external support system in which principals are able to play a major role in their own development. (MD)

Explores the relationship between knowledge and change and asks what knowledge is of most worth. Outlines 10 knowledge skills providing learners with the basis for coping with change. Failure to master these skills will leave future adults powerless in a complex, power-driven world. (MLH)

Outlines a career ladder program developed in the Provo (Utah) School District to identify and train teacher leaders. (MD)

Discusses the process involved in curriculum changes. Describes the limiting factors that principals inherit. Outlines the successful use of the "contagion model" in implementing a mastery learning program as a curricular change in intermediate schools. (MD)

Although 1980s school reform efforts focused on improving student achievement, they overemphasized content coverage and testing for content retention. Future secondary reforms must transcend student "production" to reach all students consistently, emphasize application of curricular content, model critical thinking and decision-making, and foster…

In 1990, Florida State University joined the National Alliance--a Danforth/NASSP-sponsored group of four universities who initially would receive performance-based leadership training for revamping their administrator training programs. So far, Florida State has completed a five-year participation plan, reconceptualized three advanced degree…

Educational leadership, curriculum development, and staff development are critical areas that need improvement for long-term educational gains. (MD)

Describes a plan of action developed at an Illinois high school that involved staff in communicating needed improvement in curricular programs. (MD)

Identifies three fallacies in the development of leadership training programs. Examines how principals learn and presents seven ideas for principal training academies to consider incorporating into their programs. Includes a list of references. (MD)