Purpose: School improvement and effectiveness depend substantially on teachers developing their professional competencies on an ongoing basis. Germany's new approach to school governance combines instruments borrowed from different theoretical concepts: teacher collaboration (in a sense of professional self-regulation with high autonomy) and…

This article describes the role of the headteacher (or principal) in successful implementation of ICT in schools. It highlights the importance of the headteacher to understand and lead the change process, and having a clear and shared ICT strategic plan. The article also explores the major factor of ICT progress, the continuous professional…

Research has revealed the importance of trust to schools and pointed to the central role that principals play in cultivating within-school trust, yet less is known about the ways that principals cultivate such trust. Moreover, divergent perspectives and varied contexts for examining trust have limited the transfer of trust scholarship to practice…

Never before has the need been so great for classroom teachers to become agents of change and position themselves as problem solvers at the school building level. Teachers are uniquely positioned to assume leadership roles on a variety of tasks that could transform schools from more traditional workplaces into professional learning communities.…

Purpose: Leadership is a key commodity in twenty-first century organizations. This is especially true for school organizations. This paper aims to respond to six questions about head teachers and leadership of basic schools. Design/methodology/approach: Head teachers responded to survey items about proficiencies required for effective leadership…

Describes two successful study groups on reading and language arts topics, one for elementary and one for secondary principals, facilitated by reading/language arts supervisors. (SR)

Maryland's Staff Development Institute was a catalyst for the development of another principal skill development program. The program was founded by a group of principals who participated in the institute's program and felt the state needed more suppport for statewide networks and professional seminars to promote school development. (MD)

A membership organization, the Harvard Principals' Center is showing that school administrators will voluntarily engage in activities promoting their growth as leaders in school improvement. The center provides an external support system in which principals are able to play a major role in their own development. (MD)

An evaluation of participation patterns at the Westchester Principals' Center (NY) is discussed. Fifteen principals were interviewed. Findings are presented on levels of participation in professional development activities; program preferences; and the impact of personal beliefs and values, prior experience, and district context. (IAH)

Identifies areas of knowledge principals need to guide staff development, focusing on qualities of principal-staff developers, and the principalship (programs to help train staff developers, and delegation of staff development roles). Recommendations include establishing district staff development programs and intervention for principals having…

Discusses growth of online staff and professional development courses and some of the issues and concerns related thereto. Also discusses several of the advantages for school districts, teachers, and administrators. (PKP)

Describes ways in which principals can use a two-phase staff development process to foster a strong sense of community and build an educational community. Benefits include higher staff morale, increased faculty cohesion, and a renewed dedication to teaching. (SM)

In a study conducted in two large school districts, 279 educational administrators expressed a strong desire for training in the major areas of educational leadership that were assessed: (1) the principalship; (2) problem solving; (3) planning for school growth; (4) personal awareness; (5) staff development; (6) long-range planning; and (7) the…

The use of an assessment center in identifying specific staff development needs of aspiring and practicing school principals was studied. The relationship between assessment center performance and subsequent staff development activities was studied by participant level (elementary, middle and junior high, and high school) and by participant…

In the Vallejo City Unified School District (California), the Professional Development Center represents a districtwide effort to support and build the skills that make up good teaching. (Author/JM)