When facilitating large-scale instructional change, leaders face stakeholder tensions that arise from different institutional pressures. Over the past 4 years, we have created an innovative "live" case competition in a strategic management course as our college's signature undergraduate experiential learning opportunity. This case has…

This article looks at how the neoliberal reform process is affecting the professional identity of frontline managers in the Australian vocational education and training sector. The article examines how frontline managers are required to negotiate their working practices between their understandings and experiences as educators and the new…

The executive director of the College and University Personnel Association reviews activities of the 1973-74 year, points up the need for developing a constructive role on the legislative scene, and challenges personnel administrators to realize their role, as colleges and universities begin to think of themselves as service institutions built…

The recent National Policy Board for Educational Administration report ("Improving the Preparation of School Administrators: An Agenda for Reform") does not address fundamental questions or make convincing proposals concerning the preparation of school administrators. The report's nine overall recommendations for improving school administration…

Research evidence clearly indicates the need to improve the school administrator's effectiveness as a key factor in educational reform. One difficulty is balancing administrators' wants with organizational needs. Inservice education planners' examination of these wants and needs led to the client-based needs assessment process described in this…

Research studies on educational reform show that moving from reform to quality education through centrally designed reform movements (such as clearer legislation or other strategies) is inherently limited. Reform is most likely to succeed when schools are stimulated to change and provided with appropriate assistance and when schools receive enough…

Discusses the Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM), designed to help directors of child care organizations lead successful systemic changes. The model includes recommendations for building caring, consistent relationships with the total system, staff empowerment, a mentoring program to help the director focus…

A changing mix of forces and actors occupy the educational leadership stage. The fragmentation and curious distribution of decision-making power frustrate the workings of the education system. Twelve articles discuss the nature of the leadership problem: (1) "Education's Unknown Leaders"; (2) "Tribunes for the Schools"; (3) "Few Perks, Little…

According to two recent surveys, the ongoing revolution in standards for school administrators has affected all 52 state agencies. If the current trend persists, nearly all state departments of education, school districts, and colleges and universities will experience changes in preparation, certification, and employment standards for school…

The experience of the Kenmore (New York) Public Schools with an inservice program for school board members and district level administrators and staff suggests the issues that must be addressed when convincing district personnel and board members to accept and support the concept of local school initiatives for educational improvement. (PGD)

The Governors' Task Force on Leadership and Management created an action agenda to develop policies that strengthen school leadership, encourage school renewal, and determine broad educational goals. Suggested improvements include provision of proper training and certification programs for principals, effective inservice management development…

The problems faced by the author as an external evaluator responsible for evaluating a grass roots initiative for school managers in Great Britain are examined. The focus is on evaluating a management development program in the field and training an evaluator, rather than on outcomes of the program itself. (SLD)

This paper describes a leadership model based on assumptions about connections between human development and organizational development, and the application of the model in leadership training for New Hampshire special education directors. The model assumes that four critical factors of human development outlined by Piaget and Meisels can be…

The purpose of this guide is to provide students with tools for incorporating social impact management into their business school environments. Providing ideas, resources, and "how to" steps for shaping the business school experience, this guide helps students collaborate with faculty and administrators to meet particular objectives. The body of…

Research shows conclusively that principals and other school leaders are essential to school improvement, and that these individuals benefit from the intensive, contextualized support that a coach or mentor can provide. But how does a coach support a school leader in mastering the professional and emotional challenges of school leadership for a…