Discusses "backward design," a strategy for planning curriculum and school improvement by first thinking carefully about desired results and then working backward to develop meaningful assessments and learning plans. For this design to work, educators must identify desired results, analyze multiple sources of data, and determine appropriate action…

Teaching teams, staff development for teachers, and frequent communication concerning progress are key elements of a Texas district's efforts to improve elementary mathematics instruction without the usual loneliness experienced by teachers attempting change. The most difficult task for teachers was learning to lead their peers. (MLH)

Reflecting new visions of learning, educators and architects are creating "three-dimensional textbooks" that use the learning environment as a teaching tool. In a planning process called architectural programing, the community and those who will occupy the building are consulted concerning developmental needs, aesthetic preferences, and…

Based on 5 years' experience, the Project Challenge coordinator for the Pittsford (New York) Central School District explains how to implement differentiated instruction. Teachers should find a buddy, align objectives, find out what students know, plan flexible grouping, encourage student responsibility, and provide choices. (MLH)

In an interview, Benjamin Bloom outlines his reasons for studying the development of immensely talented people. He feels his study can help educators understand how all students can be more successful. (MD)

Whitmore Lake's (Michigan) outcome-based planning model emphasizes starting the planning process by obtaining consensus on desired outcomes; involves students, teachers, staff, parents, and community in planning; and identifies the responsibilities of students, the home, and the school in helping students achieve the desired outcomes. (MJL)

Thirty-nine principals, classified according to the Myers-Briggs Type Indicator, filled out quesionnaires based on Vroom's leadership behavior model and Mintzberg's 10 manageral subroles. Because the findings correlate effectiveness with time allotted to disturbance handling and entrepreneurial roles, three recent decision-science techniques are…

Development of "Curriculum and Evaluation Standards for School Mathematics" is story of professional community recognizing need, reaching consensus through review and analysis, and conceiving clear vision and reform strategy. Standards were developed to ensure quality, indicate goals, promote change. Lacking profit motive, educational…

Although both mastery learning and outcome-based education require students to meet certain criteria, OBE encourages students to assess themselves. Johnson City (New York) Schools stress three outcomes: academics, work and process skills, and attitudes. The key to Johnson City's success lies in clearly defining these desired outcomes, getting…

Schools should anticipate unavoidable problems when implementing a technology plan, project, or program. Technology programs should be built around curricular needs, not gurus. Programs are costly, software remains problematic, and (large) size matters. Blending laptops and desktops is feasible. Faculty consensus helps, and upgrades are…

The most valued means of support and learning cited by new teachers at Poland Regional High School in rural Maine are the collegial interactions that common workspace, common planning time, and common tasks make possible. The school has used these everyday structures to enable new and veteran teachers to converse about curricular and pedagogical…

Describes a 5-year futures curriculum planning process currently used by an 11-member network of California and Canadian school districts. Addresses the definition of information technology and the definition of reasoning that describes the inductive, as well as the deductive, higher-order thinking skills. (MLF)

Explains the steps the Portland (Oregon) public schools used to cut expenditures. Crucial ingredients of the program were citizen input, precise impact statements, and clear distinction among funds for instruction, support, and management. (Author/JM)

Describes lessons learned from a five-year comprehensive model evaluation program developed by school systems in Minnesota and Iowa. The learner's experience was planned through instructional and curriculum strategies. Performance criteria were established for teachers, and principals and students evaluated classrooms. Pre- and post-testing…