"Range of interest" has been defined as the competence to discuss a variety of subjects and the desire to participate actively in events. This little-discussed skill is extremely important to administrators' mental and emotional well-being. Talented administrators have an interest in many areas and take part in civic and cultural activities that…

Discusses the need for developing networking and support and discussion groups among principals and administrators. Describes the positive effect such a group is having among school administrators in the Washington, D.C. area. (MD)

The Maryland Professional Development Academy began operation in 1977 and specializes in training school building leaders. It conducts 10-year-long training institutes based on an annual assessment of principals' needs. (MD)

Concerned about improving beginning principals' professional development, the Minnesota Administrators' Academy initiated an administrative mentoring program in the early 1990s. A recent evaluation found that successful mentoring relationships involved mutually respectful pairs that met at least monthly and participated in various activities…

To complement and strengthen its educational leadership program, East Tennessee State University, along with Brigham Young University, Florida State University, and Virginia Tech, formed a liaison with NASSP to help expand and refine administrative skills in decision making, leadership, sensitivity, problem solving, communication, judgment, and…

Founded in 1979, the North Carolina Leadership Institute has developed three programs to meet the individual needs of principals and assistant principals: (1) the Business/Industry Liaison Program, (2) the Short-Term Internship Program, and (3) the Executive Assistants Program. (MD)

In rural Alaska, school administrators are isolated and opportunities for growth are few. The Alaska Rural School Leadership Network provides administrators opportunities for professional growth and development through meetings, audioconferences, and workshops. (MD)

Effective school leadership may be increasingly defined by new models and new paradigms for training and development. Principal development must educate principals about change; build sound, effective relationships; create sharing, networking, and mentoring activities; teach, support, and encourage reflection; discuss transcendent and…