Interest in staff development for principals bodes well for teachers and students. By engaging in and modeling learning, principals can create a community of learners. (MLF)

Discusses the growth and development of principal centers since 1981. Includes mention of the Harvard Principals' Center and a discussion of "The Conversation," a networking exchange funded by the Babcock Foundation. (MD)

Outlines the assumptions guiding the development of programs for leadership education of principals in Minnesota. (MD)

Records the experience of a principal who was able to turn to the Maine Principals' Academy for inservice training programs that help administrators develop effective leadership qualities. (MD)

George Wilkinson, who has managed planning for United Way of America since 1980, observes that local planners using strategic planning raise more money and solve more community problems than those without such a process. Marketing is identical to strategic planning; both involve looking at an organization, doing and analysis, examining the future,…

Discusses the role of the purchasing agent in relation to the school management team and its importance in maintaining a high level of quality in education. (MD)

This article describes principals' centers and the principals' center movement, identifying key issues raised by them. Future directions and persistent questions for the principals' center movement are developed. (MT)

Since humans change from the inside, it is more valuable for administrators to try to change themselves than to prescribe staff development for others. Principals can cooperate in self-development programs by participating in principals' centers being established around the country. (PGD)

Describes the need for principals to have a greater understanding both of the needs of special education students and of effective ways of handling their problems. Special education survey courses and practical experiences for administrators might help close the gap between principals and special education teachers. (WD)

Leadership development programs that look only at the individuals leading the schools and that fail to help school managers restructure functions and establish support mechanisms will waste resources and change schools very little. (Author/WD)

Advises retiring administrators to exercise a bit of dignity and common sense in their remaining months on the job. Administrators should show consideration regarding retirement plans, fight laziness, conduct training sessions for other administrators, accept others' foolish behavior gracefully, and be generous with parting insights. (MLH)

Educational leadership needs to change. Principals have been trained to be managers first and leaders second. Current educational needs demand that principal-training priorities be reversed. (MD)

Describes the Maryland State Department of Education's volunteer training program for principals and other instructional leaders in supervision and evaluation of instruction. The program has been offered through the Maryland Professional Development Academy since 1977. (Author/WD)

School principals need more inservice training. This article outlines reasons and methods for developing an effective principal development program. (WD)

To defend the value of the educational program against outside disapproval and diminishing support, administrators need to be trained in systematic evaluation research. (WD)