This article presents a collaborative inquiry analysis of the school improvement experiences of four persistently low-performing schools. It draws on the experiences of three members of the Laboratory for the Design and Redesign of Schools (LDRS) consortium who helped during their planning for restructuring or restructuring phases and one regional…

Argues that the role of the assistant principal may be dysfunctional as a training ground for secondary school principals because, as presently defined, it permits assistants to learn virtually nothing about management and improving instruction. Presents an outcome-based model for preparing the assistant for a principalship. (KH)

Reviews series and problems faced by the educational administrator training program in the School of Education at Stanford University. (AM)

The accumulated evidence argues that a school contemplating curricular innovation will heighten its chances of success if it first gives staff members practice in new norms and skills for the collaboration that will be necessary to the innovation's success. (Author/AM)

Presents a description of some of the needs in the 60's which generated the efforts to create the training materials and support training of trainers, the issues that seemed to need answers, a number of actions which have been taken, answers found for some of the issues, and suggestions of work yet to be done. (Author/AM)

A brief account of the consultative and organizational development work of the Task Force on Development and Renewal, established by the California State Universities and Colleges (CSUS) in order to promote adaptation and renewal in the system. (EH)

Describes the application of an organization development framework to an innovation effort at a New York community college which drew upon general systems theory and change methods of didactic teaching, training, survey feedback, consultation, and structural change over a period of two and one-half years. (Author/JM)

Describes the context, content, and extent of organizational development in a suburban school district and discusses keys to the success of this work, pitfalls encountered, and needs that have not been met. (AM)

Provides four determinants of educational organizational development diffusion rates: administrator involvement, incentives, practitioner development, and knowledge base. (Author/AM)

Describes the experiences of an organizational training workshop conducted for the staff of a reconstituted school, i.e. a school which had been reorganized in terms of personnel, grade patterns, instructional patterns, and student bodies as a result of the desegregation process. (Author/JM)

Concludes that organizational development is a positive influence in promoting the type of school climate that allows for open relationships between teachers, students, and administrators. (AM)

A discussion of managerial retraining in order to further administrative reorganization and improvement of management by the former Superintendent of Schools in Philadelphia, an organizational development consultant, and an educator with an interest in organizational development. (Author/JM)

This paper develops a concept of modeling for learning informal systems and presents analytic principles from which models may be derived. (Author)

Presents a theoretical discussion analyzing and explaining the use of group methods in feeding back diagnostic data to organizations, illustrating a new peer group--intergroup model with a study of senior officers at a bank. (Author/JM)

Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the…