Describes one South Carolina school district's approach to staff development for classified staff (e.g., nurses, custodians, bus drivers, food service workers, maintenance personnel, substitutes, and secretaries). Program planning, implementation, and evaluation involved collaborative and comprehensive efforts. This paper makes seven…

Staff developers for classified staff must unite and network to share resources and more effectively fulfill their duties. This paper examines several reasons why it is important to offer staff development to classified employees and discusses general trends in classified staff development. The paper concludes with seven recommendations for…

New roles and responsibilities for classroom aides necessitate updating the name of the job and professional development for these employees. This paper examines the necessary content and process of paraeducator professional development, explaining that the key to effective ongoing professional development can be assured only by developing a…

Of all the educators and administrators who affect the success and quality of a school, school principals are the most important. Modeled after teacher centers, the primary purpose of the principals' center would be to stimulate professional growth and effective administrative practices. (JN)

Traditionally, the professional growth and development of school administrators has been left up to the individual. A model for alternative administrator training has five basic operational criteria: collaboration; peer leadership; a sound cognitive base; experiential activities; and an ongoing support system. (JN)

Describes a training program for principals who are mentors for other principals. After defining mentoring, the article considers fundamental assumptions about development of formal mentoring programs, then outlines a mentor training model. Evaluation indicates the program increased mentors' understanding of their mentor relationships and helped…

Discusses promising professional development strategies for schools seeking to operate as learning communities. Recent shifts in conceptions of schools and implications of these shifts for school leadership are explored, and the principles of professional development are discussed which are then connected to recommendations for staff developers.…

Offers 20 guidelines that facilitators can use in planning effective workshops and staff development sessions. The guidelines take into account the diversity of individuals attending the workshops and ways in which to accommodate various learning styles. (GLR)

A model program, developed by the Institute for the Development of Educational Activities (/I/D/E/A), to prepare staff development specialists for school improvement projects is described. In this model, trainees experience the staff development processes they will be implementing in schools during their training.

A staff development program for administrators focuses on three areas, each having its own workshop: (1) leadership styles; (2) organizational climate; and (3) analyzing feedback from the evaluations. (CJ)

Alaska has mounted an intensive statewide staff development effort to help teachers and administrators use research-based practices. Leadership teams from each school, with assistance from the Northwest Regional Educational Laboratory, develop improvement plans and implementation strategies. Administrators, teachers, and school board members…

The Simmons College Institute for Women in Educational Administration provides women with specific organizational and personal skills for professional advancement in school administration. Outcomes resulting from the program include: new skills in technical areas; knowledge of school organization; and an increased ability to assess personal goals.…

The Bellevue Administrative Professional Development Program was successful in its attempt to have principals learn and apply the skills of clinical supervision. Future opportunities for maintaining the principals' abilities to apply such skills should emphasize the planning and conducting of postobservation conferences with the teacher. (JN)

Examines a staff development program that helped school administrators become more supportive, well-versed technological leaders in their schools. The program trained participants in use of educational technology and encouraged positive attitudes toward it. After discussing the development, implementation, and evaluation of the program, the…