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.…

Discusses three major motivations for in-house library research--planning, problem solving, and staff development--in terms of the functions and responsibilities of library management. Ten stages in a research project are identified and management contribution to each is described. It is concluded that the role of management is critical.…

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…

Three professional development models are described which use research as a basis for the content and the process of program design and implementation. These are: (1) the research-based planning model; (2) the research-based problem solving model; and (3) the research-based data collection model. (JN)

A systematic way to create collaborative school improvement is provided. The currently expanding role of administrators as staff developers is explored; 10 strategies are listed for the principal to use as a key player in staff development. Two specific organization development problem-solving strategies, Situation-Target-Plan (S-T-P) and Force…

Three sets of relationships between evaluation and staff development are identified: (1) evaluation for staff development in which data from evaluations suggest the program content; (2) evaluation of staff development in which evaluative activities become opportunities for problem solving; and (3) evaluation of staff development in which…

The development of a comprehensive training model designed specifically for school-based decision making is discussed in this report, with a focus on teaching relevant skills and when to utilize them. Loosely based on Vroom and Yetton's 1973 model of participative decision making, the model is characterized by a general-to-specific continuum and…

A fertile area for the improvement of mathematics achievement in the United States is in staff development for multicultural education. Multicultural mathematics is best defined by what it is not; it is not ethnomathematics, nor simply Afrocentrism or Eurocentrism. Multicultural mathematics furthers the multicultural goals of the school system…

The Individualized Professional Development Process (IPDP) was developed for the Brookfield, Connecticut school district by a private consultant. Participation in IPDP is voluntary in Brookfield. However, once selected as a participant, a staff member goes through a professional development process. The individual, along with his immediate…

A conceptual framework of the modes of problem-solving action has been developed on the basis of a simple relationship cone to assist individuals in diversified professions in inquiry and implementation of theory and practice in their professional development. The conceptual framework is referred to as the Cone-Deciphered Modes of Problem Solving…

Professional demands on school administrators continue to multiply exponentially. Effective administrators require solid preparation programs, continuing professional development, extensive experience, mentoring, and the support of supervisor and school colleagues. Chapter 1, "Intuitive Ways of Knowing," references research on intuition,…

The emergence of LEAD Centers, Principals' Centers, and other similar principal support efforts are an acknowledgement of the demanding professional requirements placed upon principals. This document provides an easy-to-use reference listing of resources identified by the Maryland Commission on School-based Administration and the Maryland LEAD…

Change is hard work, even when we are convinced it is worth the effort. Teachers are expected to change without clear explanations or evidence of how the changes will benefit them or their students. Meaningful change is most likely to occur when teachers' beliefs, feelings, and personality are taken into consideration. This book applies the latest…

This study examined learning transfer in adult acquisition of group process skills using a problem-based learning (PBL) approach to staff development in one school district. The study's theoretical framework included learning transfer, adult and organizational learning, and group work. Subjects, 29 instructional leaders and administrators,…

This guide is designed for early childhood educators who are helping their staffs implement the Creative Curriculum for Early Childhood, a curriculum that is based on child development theory and is developmentally appropriate for preschool and kindergarten children. A carefully organized and rich environment serves as the focus of this…