An urban school principal contends that the best way to recruit, support, and retain effective teachers right now is to set up conditions that restore and reinforce interpersonal connections for teachers. She details ways leaders can restore connections between teachers and students, between teachers and colleagues, and even between teachers and…

When Deborah Peterson reluctantly accepted the principalship of Roosevelt High School in Portland, Oregon, a high-poverty school no other qualified applicants would touch that her supervisor assigned to her, books for new principals were no help. The books suggested actions like crafting a school vision and developing professional learning…

Describes how some large high schools (1,000 or more students) are using innovative approaches to provide more personalized learning environments for students through the use of "home bases," house plans, and small academies. Also describes how one principal created a "nurturing and caring" environment for a 2,900-student high…

Schools and districts rarely have a fair distribution of teacher talent. Poor children and black children are less likely to be taught by the strongest teachers and more likely to be taught by the weakest. Several districts have implemented programs to reduce the teacher quality gap. Hamilton County, Tennessee, launched an initiative that included…

An independent study of Baltimore City's Tesseract schools analyzes why the privately managed program failed. Results showed no gains on Comprehensive Test of Basic Skills scores. Baltimore was paying about 11% more per student than in comparison schools. EAI has succeeded in establishing the supremacy of Wednesday afternoons for staff development…

Three urban school principals from the US have described their efforts to turn around their performing schools and create sustainable leadership. They describe about the challenges they had faced while reorganizing the school, recruiting new teachers, spending extra time on teacher evaluations and remaining the instructional leader.

Interviews with 20 principals and 36 holistically oriented teachers in Phoenix, Arizona, disclosed the inadequacy of using direct-instruction evaluation methods for these teachers. However, all 20 principals were reluctant to change evaluation methods. At one school, teachers and principals cooperated to develop the Holistic Integrated Classroom…

In 1984, the faculty of an Ohio inner-city high school was charged by district administrators with developing a school improvement plan to involve teachers in decision-making. The result was a faculty senate, complemented by a curriculum council. Yearly plans and five-year goals were also instituted, along with a changing role for the principal.…

Describes a year-long project involving four British inner-city elementary schools that linked children's and teachers' learning and significantly changed classroom practices through staff development. Reformers should start with modest goals, convince teachers of benefits, hold regular review sessions, create opportunities for teacher…

New curriculum developments, supervisory strategies, and management techniques in 16 major city school systems are helping students and redefining the roles of supervisors and principals. Common elements are strong leadership, more authority for principals, and school-based management. (Author/MLF)

Describes the results of an intensive study of Chicago elementary schools on how relational trust among teachers, students, parents, and principals influences school-reform efforts. Relational trust is grounded in respect, personal regard, competence in core role responsibilities, and personal integrity. Describes the benefits of relational trust…

Describes the results of a study of three programs successfully teaching basic skills. Characteristics of successful schools include careful alignment of curriculum and instruction and grade-level instructional planning. (Author/JM)

Chicago's Recovering the Gifted Child Academy is a small, grant-maintained middle school serving 45 disadvantaged, underachieving urban students. Led by Corla Hawkings, the school has extended class hours, Saturday classes, and a business-like ambience. It features business dress, time cards, paychecks with school money, student-run businesses,…