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Download full textTournier, Barbara, Ed.; Chimier, Chloé, Ed.; Jones, Charlotte, Ed. – Education Development Trust, 2023
In education systems around the world, planners and policymakers are calling for more attention to whole-system improvement. To best address teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and improve their practice. The middle tier of education systems, composed of professionals…
Descriptors: Instructional Leadership, Middle Management, Educational Practices, Educational Improvement
McLaughlin, Milbrey W.; Berman, Paul – 1977
The results relating to staff development, contained in a Rand Corporation survey on change agents, are summarized in this paper. The researchers discovered that successful staff development program implementation was characterized by three major components: local materials development, online planning, and concrete, ongoing training. Their…
Descriptors: Change Agents, Educational Change, Elementary Secondary Education, Inservice Education
Earthman, Glen I. – 1984
Virginia Polytechnic Institute and State University (VPISU) offered in Richmond (Virginia) a cooperative graduate program to prepare inservice administrators to act as change agents in Richmond-area schools. This paper considers the program's purposes, development, implementation, and future. Section I reviews the program's development, discussing…
Descriptors: Change Agents, Cooperative Programs, Educational Innovation, Elementary Secondary Education
PDF pending restorationWiener, William K. – 1984
Technical Assistance for Mainstreaming Exceptional Children (Project TAMEC) assists regular education personnel in working with the mildly handicapped children in their schools. An extension of this North Carolina-based project is an onsite administrator inservice program--the Three Phase Program for School Administrators. Organizational…
Descriptors: Administrators, Change Agents, Delivery Systems, Elementary Secondary Education
Goffin, Stacie G., Ed.; Stegelin, Dolores A., Ed. – 1992
This document relates the experiences of individuals who have embraced the concept of developmentally appropriate practice in kindergarten and made the effort to translate their understandings into practice in public school settings. The book's primary authors are a kindergarten teacher, an elementary school principal, a school superintendent, and…
Descriptors: Administrator Role, Change Agents, Child Development, Developmentally Appropriate Practices
