Our education systems must provide access to quality and equitable educational opportunities so all students can reach their full potential. Increasingly urgent issues, such as environmental threats, economic crises, and the recent global pandemic, have highlighted the need for education systems to be flexible and resilient in times of stress to…

This resource presents success-proven practices, processes, and procedures grounded in time-tested theories, current research, and the creative, innovative, real-life experiences of educators in the field who are transforming underperforming schools into thriving educational learning communities. An invaluable guide to what today's educators need…

In Malaysia, the demand for employable higher education graduates has resulted in a national strategy that outlines desirable graduate attributes including "hard," discipline-specific skills and "soft," generic skills. As a result, music programs are under pressure to become more relevant to the conditions and characteristics…

This study examined the perceptions of teachers and administrators with regard to AVID (Advancement via Individual Determination) teacher leaders. The purpose was to compare whether teachers and administrators agree on the types of attributes needed for teacher leaders involved in implementing AVID as a school reform effort. Results revealed that…

Today's rapid educational changes demand that the principal possess skills for bringing about change while averting pitfalls along the way. This article alerts the educator to potential crises in change initiation and the skills necessary to deal with them. (Editor)

Because assessment of creative potential is important in the selection of leaders, it is recommended that the critical activities of any occupational assignment should be examined in connection with the whole range of abilities of the structure-of-intellect model. (CM)

Given the pace and enormity of change affecting our lives, attacking problems piecemeal is ineffective. To avoid further chaos, school leaders must launch initiatives from a complete systemic shift. Tenure should be abolished. The shift to problem solving requires perspective, energy, and vision. This can happen only after administrators stop…

How can technology in education affect the workforce and economic development? What kind of leadership will it take to align learning and technology in the 21st century? Can we bridge the gap between education reform, technology, and No Child Left Behind requirements simultaneously? The answers to these and many other related questions were…

Gaining expertise in leadership requires time, commitment, an adequate knowledge base, and a working plan for learning and growth. Without a plan for learning, only tacit or "how-to" expertise is developed. Leaders often know how to solve the problems facing them, but fail to analyze and act on the underlying causes. This results in administrators…

An ESEA Title III program to improve leadership capabilities of educators was conducted in both actual and model school settings during 1966-69. Participants included staff personnel, consultants, administrative and teaching personnel from cooperating school districts, and board of education members from a consortium school. This report discusses…

Educational administrators in the future will have to be proactive, anticipatory, and flexible if they are to provide effective leadership. International exchange experiences can offer administrators professional development opportunities for examining administrative issues from different perspectives. (Author/MSE)