This quasi-experimental study examined the adoption of the Virginia Student Threat Assessment Guidelines in 23 high schools. After training, school administrators and other staff members demonstrated substantial increases in knowledge of threat assessment principles and decreased commitment to zero tolerance approaches. Schools using the…

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…

Professional growth opportunities in most schools are limited and ineffective. By enabling teachers to participate actively in their own learning, examine current instructional strategies, and determine what they must do to improve, the National Board for Professional Teaching Standards' assessment process and professional development can help…

Established in May 1987 as a nongovernmental, not-for-profit organization, the National Board for Professional Teaching Standards has developed a voluntary teacher certification system that can lead to markedly improved student learning. It will also provide recognition of excellent teachers and a standard toward which all teachers can aspire.…

Research Development Corporation is developing a virtual schoolhouse, a repository that will provide access to resources without traditional boundary limitations, materials customized to individual student needs, and professional development forums for teachers. The program will have a virtual library of educational research findings and…

Investigators randomly selected principals from Virginia's public schools to investigate the significant relationship that exists between principal quality and student achievement. Two persons supervising each principal were asked to complete the Interstate School Leaders Licensure Consortium (ISLLC)-based questionnaire about the principal. State…

This study investigated practicing and aspiring school administrators' perceived level of proficiency related to the Technology Standards for School Administrators adopted by the International Society for Technology in Education. Based on the mentor-mentee relationship, the study found there were no significant differences between mentors and…

Educators are generally untrained in sound assessment basics. They should conduct their own professional development in a total environment that demands and supports quality assessment. This environment should include a district statement of assessment policy, teacher/administrator partnerships, an integrated professional development plan, and…

Administrators can structure successful transitions to standards-based curriculum and performance assessment. By thinking about this reform initiative's implications, building opportunities for thoughtful experimentation and dialogue, and anticipating dilemmas teachers might encounter during experimentation, administrators can design responsive…

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…