Describes the Social Styles Model, a business management development model that has been adapted for use in education. It offers alternatives for improving interpersonal relationships through knowing and understanding the impact of behavior on an individual. (JOW)

Some staff development and organization development practices that can profoundly influence teacher attitudes and behaviors include having a clear school vision, establishing collegiality and experimentation norms, displaying a collaborative attitude, using staff development research, varying staff development format, encouraging faculty…

Today's staff developers are truly social architects aiming to build a culture of learning by transforming the workplace. When teachers and principals develop as caretakers of learning communities and as collaborators, problem seekers, action researchers, and designers of responsive student-centered curricula, then schoolwork will become more…

Asserts that school-based staff development is needed to help develop ideas to promote and motivate wide reading so that all students can reap the benefits of that practice. Contains several ideas for staff developers to use in helping schools plan how to encourage wide reading. (PRA)

The future of school-based restructuring rests on five conditions: a site-specific vision of school greatness for all students; consequent plans shaped by school partners; a work culture that nurtures and expects development and success; staff empowerment and commitment to energize participants; and a quality control system that guides development…

School restructuring is enhanced when strong staff development plays three primary roles: a vehicle for developing new knowledge, skills, and attitudes; an unfreezing influence that helps people consider large-scale restructuring; and a vision of the school as a learning community. Examples from three school districts are provided. (SM)

Despite considerable focus on school-development planning and cooperative-management forms in (British) primary schools, little effort has been made to link curriculum, staff, and school-development concerns through the work of curriculum coordinators. A recent survey shows that curriculum coordinators are confined to consultant roles. This…

Discusses creativity as an essential component of effective library management. Creative organizations are characterized as encouraging staff to take calculated risks and tolerating their failures; structuring work groups to maximize creativity; investing in staff development; providing adequate resources for programs and staff; and hiring highly…

Describes the Albuquerque Public Schools'"Productive Management Training," a three-year program which helps supervisors of classified personnel (secretaries, custodians, educational assistants, paraprofessionals, food services personnel, maintenance employees) examine their current ways of working and explore new management…

The American Association of School Administrators is concerned that past federal professional development activities have centered on colleges and universities rather than on school districts where teaching and learning occur. When reexamining the Higher Education Act of 1965, Congress should fund only local initiatives aimed at quality change and…

Staff development planning must consider the local environment and unique staff culture, along with intended goals. Effective staff development vision components include people philosophy, renewal by improving, differentiated supervision, a community of learners, connections and networks, self-directed involvement, a single mission, teamwork,…

Staff developers need to recognize management practices that interfere with the establishment of conditions necessary for professional growth, then seek alternative to those practices. The article describes 13 management myths and presents alternative actions that encourage viewing the school as a community of leaders. (SM)

Discusses beginning high school magazine in terms of seeking out job descriptions, building staff morale, and recognizing the staff. (SR)

Several British initiatives for workplace learning (University for Industry, Individual Learning Accounts, employee development) have common goals: widening participation, recognizing adult learning as a key to social inclusion, providing equal opportunities, and extending guidance provision for adults. (SK)

Examines how Russo's humanistic-critical theory for social-action integration requires shifting staff development focused on knowing and caring about others to self-development that includes everyone. Rationale, resources, and successful action-practice models support and extend Russo's theory for responsible social-action education in a…