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)

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)

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)

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)

Reviews the concept of principal centers, which help principals in their professional growth. Includes the results from a study of the organization and operation of 34 principal centers throughout the United States. (MD)

Discusses the need for developing networking and support and discussion groups among principals and administrators. Describes the positive effect such a group is having among school administrators in the Washington, D.C. area. (MD)

An education professor draws an analogy between skipping stones on water and a principal's development of school leadership. As stone skippers think about the stone, the environment, and the act of throwing, so should school leaders consider their problem ("stone"), their school and community environment, and the way they introduce the…

Describes principals' responsibilities in overseeing educational technology. Outlines computer knowledge and skills principals should possess about hardware, software, word processing, data bases, spreadsheets, integrated software, and school applications (scheduling, grading, recording attendance, budgeting, maintaining inventories, etc.).…

Describes the organization and delivery of a program for approximately nine principals based on participants' own needs and the use of practitioners themselves as prime resources. (Author/JM)