Many principal supervisors in the United States work in relative isolation and experience no professional development designed to support them. Over the past four years, the role of principal supervisor in Long Beach Unified School District in California has shifted from compliance and at-a-distance supervision practices to a deeply rooted…

Root cause analysis is a powerful method schools use to analyze data to solve problems; it aims to identify and correct the root causes of problems or events, rather than simply addressing their symptoms. In this webinar, veteran practitioner, Roni Silverstein, talked about the value of this process and practical ways to use it in your school or…

Inservice workshops employing simulation exercises can effectively provide school board training. Such training encourages board members to view problems from numerous perspectives, develop confidence, and build camaraderie. Problem-solving simulation steps are outlined, and six sample scenarios are offered for consideration. (MLH)

Examines the principles and practices of cognitive coaching as a viable mentoring tool. Provides mentor/coaches with practical suggestions for utilizing reflective questioning strategies, clarifying and probing responses, and taking a nonjudgmental stance. Overviews a mentor-preparation training model aimed at helping proteges become…

This training packet is intended to aid educators in planning and effecting positive change within the learning environment through a group problem-solving intervention process. It primarily addresses the concept of "change agentry" and how it can be used to improve the climate for learning, focusing on the role of the change agent and the…

The author reviews the contributions of the previous authors (EC 124 952-960) who emphasized self-instruction, self-assessment, and the more complex problem solving cognitive skills in teaching exceptional children. (PHR)

The article reviews cognitive training for modifying social behaviors among handicapped children. The use of self-evaluation/instruction strategies is explored including such areas as locus of control and generalization and maintenance of appropriate behaviors. (PHR)

The social ineptitude and the emotional and practical upsets of many learning disabled children require practitioners to find ways to help them improve their social skills. Training in Interpersonal Cognitive Problem-Solving skills, modified to address their unique difficulties, may improve behavior of learning disabled children. (Author/VW)

This case study explores the use of survey feedback--an organizational development technique--in an educational field setting. A version of survey feedback was used with an alternative high school to assist the staff in defining problems and in developing and implementing change strategies. Based on a perspective that focuses attention on the…

School-based, social problem-solving (SPS) training offers promise both for the prevention and remediation of social maladjustment of disabled children, with emphasis placed on social competence, social skills, and social problem-solving. Strategies for maximizing SPS skills acquisition include repetition, modeling, and role-playing. (CB)

The development of a comprehensive training model designed specifically for school-based decision making is discussed in this report, with a focus on teaching relevant skills and when to utilize them. Loosely based on Vroom and Yetton's 1973 model of participative decision making, the model is characterized by a general-to-specific continuum and…

A review of nine studies on the efficacy of metacognitive interpersonal problem-solving training with students who have learning and behavior problems found demonstrated cognitive gains but less success in demonstrating that such gains were subsequently applied to actual behavior or generalized to other social behavior. (DB)

This paper describes the use of qualitative observation techniques for gathering and analyzing data related to group processes during an Accelerated Schools Model training session. The purposes for this research were to observe the training process in order better to facilitate present continuation and future training, to develop questions for…

Organizational development is explored through this discussion of a series of projects initiated by researchers at the University of Oregon to provide consultation and training to a school district in the Northwest. The primary focus was the improvement of problem-solving skills in the district and the development of a heightened capacity for…

Presents scenario for the future of school leadership and discusses role of problem-based leadership development. This scenario fosters several assumptions concerning capacities needed by future school leaders: ability to adapt to a rapidly changing environment; attitudes and skills in lifelong learning; more varied leadership roles; and increased…