Hall and Hord's (2005) concerns-based adoption model (CBAM) served as the framework to study a districtwide implementation of Rachel's Challenge in Rockwall, Texas. This article describes CBAM principles and strategies that were used to increase awareness of the change process during the first year of implementing the character education program.…

The fatal weaknesses of school innovations develop in the early stages of implementation. The authors present guidelines and suggestions for educators who wish to implement and maintain innovative programs. (Author/IRT)

The minimal procedures for implementing a management team are determining who will be on it, determining long- and short-range goals for the organization, identifying task areas as a basis for designing job descriptions and setting individual goals, holding formal meetings, and planning for periodic reassessment of progress. (Author/IRT)

Because of the learning experiences of thousands of school leaders during the last decade, the guidelines presented are more likely to lead contemporary educators to successful implementation rather than to reactionary upheaval or paper pretense. (Author/IRT)

Describes the National Diffusion Network, a federally-sponsored program that identifies successful educational practices and then helps other schools locate and adopt them. (IRT)

Describes the most easily achieved and most difficult to achieve aspects of the model, along with what was possible only for some schools, and what was most disillusioning to the leaders. (IRT)

This district's method of obtaining closure, teamwork, and consistency within the administrative team is by a realistic, team-developed, "position papers" process. (Author/IRT)

The University School of Milwaukee eliminated class rank and substituted a bar graph system, illustrated and explained in the article. (SP)

Suggests a model of successful inservice education involving three major factors. Teachers must acquire knowledge, acquire skills or competencies, and undergo practical experiences that require application of the knowledge and skills. The implications of the model for teachers of exceptional children are particularly important. (PGD)

Provides 10 guidelines to follow in implementing a competency-based curriculum. The guidelines include not imposing the program from above, matching measurement devices to instructional goals, stimulating student support of the program, and allowing for easy adjustment of competency measures. (IRT)

Describes a comprehensive guidance model designed to help the middle school student achieve the developmental and learning tasks of transescence and outlines a step-by-step plan for implementing the model. (Author/IRT)

Includes descriptions of 16 of the participating schools written by administrators of those schools. (IRT)