This article describes the complex nature of the principal's job and discusses four programs that help principals acquire the skills needed to be successful. These programs are (1) Peer Assisted Leadership (PAL); (2) Cognitive Coaching; (3) Developmental Supervision; and (4) Differentiated Supervision. (MT)

A description is given of a staff development effort in a vocational-technical school which involved school-based management teams and a series of retreats for the purpose of improving the school's climate and increasing its effectiveness. (JD)

Rural teachers generally have a long-term commitment to teaching, personal ties with and credibility in the community, and a small work-place conducive to promoting necessary staff interaction. A cooperative staff development program is described that is based on the unique circumstances of rural schools. (JD)

Examines the parallels, and common goals and characteristics, between staff development and curriculum development and discusses the implications these parallels have for staff developers. (GLR)

An evaluation of participation patterns at the Westchester Principals' Center (NY) is discussed. Fifteen principals were interviewed. Findings are presented on levels of participation in professional development activities; program preferences; and the impact of personal beliefs and values, prior experience, and district context. (IAH)

An interview with Robert Garmston, California State University professor, details the cognitive coaching model for supervision or peer coaching of principals, department heads, and teachers. The model is based on the principles that all people can change and therefore develop intellectually, and that teacher performance is based on decision-making…

When a university and a major urban district pair up, teachers learn more about science content and how to develop an inquiry-based classroom. More than 8,000 Detroit, Mich., students have felt the change--and show the results in improved science test scores.

Developing the ability to use academic English is not the same as basic proficiency, but students need skills in both to succeed. This article talks about a university-school district partnership that helps teachers broaden students' language skills. To respond to the reality that all teachers need sustained professional learning opportunities to…

The Burlington School District has experienced a sharp increase in the number English language learners (ELLs) in its schools over the past several years, as have many schools across the country. As is typical in U.S. schools, Burlington offered newly arriving students pullout instruction to meet their linguistic and academic needs. Yet even with…

There is no single program for improving student writing, but there are common elements of programs that help kids learn to write well. Likewise, there is no professional development program that provides all the skills and knowledge a teacher will need to improve student writing--and, ultimately, student learning--but there are common elements…

A Missouri support services center helps teachers learn to embed professional learning in their real work with students and students' writing.

This article describes the training process developed for teachers when the Columbus, Ohio, public schools decided to introduce Student Team Learning in the middle schools and the intermediate elementary grades. (MT)

Teacher advisors in the Fall River (MA) public schools bridge theory and practice and merge curriculum development with staff development. They have revitalized the writing curriculum, brought freshness and excitement to teaching, and raised the quality of student writing. Their approach is described. (MT)

Of all the educators and administrators who affect the success and quality of a school, school principals are the most important. Modeled after teacher centers, the primary purpose of the principals' center would be to stimulate professional growth and effective administrative practices. (JN)

Networks, consortia, and coalitions among school districts are cost-effective means to provide staff development, improve instruction, and develop curriculum. This article summarizes results of two studies in Oregon that focused on cross-organizational collaboration for school improvement. Guidelines are provided for organizations and individuals…