As school leadership has increased in complexity, policy makers, educationalists, and researchers have realized that principalship requires preparation. However, several researchers have called for a better understanding of how school leadership education affects the learning and activities of principals. This empirical study explores how novice…

Following a professional program to ensure qualification for school leadership is a growing trend. However, school leaders have also come to understand and use content from educational programs in widely different ways. There is therefore a need to study how participating school principals experience learning differently within one and the same…

Schools now face a sea of "evidence"--supposedly validated products, research findings, and test, demographic, and teacher-generated data--that leaders must use. How have recent reforms to educational doctorate (EdD) programs addressed these demands? Case studies of four exemplary EdD programs illustrate how the better ones help…

This evaluation of the KIPP school leadership programs, funded by a grant from the Supporting Effective Educator Development program in the Office of Innovation and Improvement at the U.S. Department of Education, aims to support sustained implementation of effective programs to prepare and support school leaders. KIPP administers three school…

This qualitative case study assesses the impact of a three-year Hilton Foundation-supported, Sisters Leadership Development Initiative (SLDI) in five African nations. The goal was to evaluate the SLDI program for increasing leadership capacities of 340 women in Kenya, Uganda, Tanzania, Ghana and Nigeria. The purpose of this study was to determine…

The Metropolitan Principals' Academy was formed in 1984 by eight suburban school districts in the Minneapolis-St. Paul area in order to help administrators become more effective. The academy is described, and the research-based model of leadership which guides it is examined. (MT)

Effective leadership development usually requires a range of ongoing and integrated activities. This report presents a six-step model created by the Center for Creative Leadership's (CCCL) "Tools for Developing Successful Executives" program. The steps include: (1) find and use organizational support for creating a process, not an event; (2)…

The Fall River Institute for Leadership was established in 1984 to aid administrators in learning about recent studies, programs, and practices in the field of leadership development and to help Fall River's 102 administrators refine their leadership skills. This article provides an overview of the institute's program. (MT)

The Akron Public Schools conduct three interrelated programs for principals to ensure school improvement. They are Administrative Supervision Workshops, /I/D/E/A/ Principals Inservice Program, and Operation Curriculum for School Improvement. The programs, and how they overlap, are described. (MT)

The Higher Education Management Institute model for leadership development was used to initiate a management development project for college administrators. A program of seminars and other experiences explored organizational climate, leadership, and communication skills. Information useful in organizing such a program is reviewed. (DF)

This article describes the complex nature of the principal's job and discusses four programs that help principals acquire the skills needed to be successful. These programs are (1) Peer Assisted Leadership (PAL); (2) Cognitive Coaching; (3) Developmental Supervision; and (4) Differentiated Supervision. (MT)

In 1984, Texas law mandated that each principal, supervisor, and superintendent in the state attend training in general management, instructional leadership, and teacher appraisal. This article describes the three phases of Lubbock's Effective Teaching/Supervision Model, focusing on Phase I: Instructional Leadership. (MT)

The four phases of developing a supervisory training program are discussed: (1) identifying training needs, (2) designing training to meet these needs, (3) conducting programs, and (4) evaluating training effectiveness. Supervisory skills, main categories of training materials, and types of evaluation are outlined. (MW)

An instrument was developed to measure the quality of program planning procedures normally used by business organizations to plan formal training programs for managers and supervisors. Called the Index of Program Planning, it was developed using procedures which integrate program planning models and recommended planning behaviors within business…

Designing a new school business administration program follows a lengthy sequence beginning with an analysis of the current education administration and its environment, followed by development of program concepts, determination of program specifics, and implementation authorization. Department faculty members do not act alone, but in concert with…