Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…

The principal-as-teacher model can help principals become effective instructional and symbolic leaders by grounding them in classroom realities. Teaching gives principals a continuous feel for the educational process, allows testing of administrative decisions or policy, serves as a source of ideas, provides for direct principal/student access,…

Outlines the differences between left-brain and right-brain functioning and between left-brain and right-brain dominant individuals, and concludes that creativity uses both halves of the brain. Discusses how both students and curriculum can become more "whole-brained." (Author/JM)

For staff development training to be most effective, planners must determine the nature of the staff development objective (imparting knowledge, changing attitudes, or developing skills) and use the appropriate type of training activity (presentations, demonstrations, discussions, case studies, role plays, or readings) to accomplish that…

Expectations from the standards movement, reform, and technological advances pose challenges for administrators. This article advocates principal preparation and cultivation through mentoring and coaching. It clarifies differences between mentoring and coaching; uses in succession planning, new principalships, and job changes; and benefits to both…

In Great Britain school management is often a team function requiring collaboration among colleagues. Management development has centered on training courses provided by specialized outside agencies, "club" style centers, and district or state training academies. (MD)

Discusses the Kentucky Principal Internship Program, a collaboration between the Jefferson County Public School District and the University of Louisville. Development programs include a Principals for Tomorrow internship program, administrator skills and leadership seminars, technology awareness sessions, and an IDEAS certification enrollment…

This article describes how the assessment center has enhanced the service and training facilities of the University of Utah and suggests ways in which universities can make significant contributions to the assessment center through research. (TE)

Based on a recent study, this article asserts that training programs in classroom testing are constrained by classroom management demands (chiefly student resistance to higher order thinking tasks), the curriculum's overemphasis on broad content coverage, a lack of organizational commitment to strengthening the teaching-testing connection, and…

Five elements contribute to success of the NASSP assessor training program: (1) participants are totally involved; (2) preparation supports the overall training design; (3) preselection and orientation of assessor trainees ensures qualified participants; (4) training models assessors' subsequent role; and (5) follow-up training at individual…

Based on her own experience, a trainer of assessors for the NASSP Assessment Center Project describes the essential skills and practices needed for successful assessor training. She emphasizes the importance of collegiality and mutual respect between trainers and trainees. (TE)