Illustrates how effective, statewide educational reform can occur based on the Effective Schools Train-the-Trainer program implemented in South Carolina school districts. (JC)

Uses an external-internal influence model to examine where principals fit within a complex network of forces that influence schools and school programs. (FL)

Article describes a model that serves to enhance the role teachers can play in their attempts to gain greater status, salary increases, and job satisfaction. (RK)

Argues that the participatory leadership model is especially effective at the middle school level because the team concept is vital to the middle school construct. Asserts that principals who use such a model can truly become instructional leaders. (FL)

Describes the salient attributes of adult cognitive functioning and supervisory styles and integrates them within the systems of developmental and clinical supervision to create an individualized professional development plan. (FL)

Describes the efforts of the staff of one urban high school in Mississippi to develop and implement a school improvement program based on a school effectiveness model. (FL)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)

Contrasts two models for bringing about school improvements: the Dissemination Efforts Supporting School Improvement (DESSI) model, and the school-based, problem solving approach, and notes that each recommends an implementation plan, ongoing staff development, and a focus on academic goals and instruction. (JC)