Presents eight real-life examples of schools that use time wisely and efficiently to support faculty development, including early release of students, time banking, extra "specials" periods, paraprofessional support, weekly meetings, early teacher arrival, meeting while students are out doing community service, and blocking before- and…

Ten suggestions for having a successful principalship include: focus on instruction; build a community of learners; share decision making; sustain the basics; leverage time; support ongoing professional development for all staff; assess and redirect resources necessary to support a multifaceted school plan; have integrity; remain competent; and…

Traditional needs assessments strategies are inadequate today. Today's needs assessment involves determining problems, priorities, opportunities, and learning needs before making decisions about professional development. Four questions to guide discussions on needs assessment include whether it was planned collaboratively, whether multiple sources…

Describes how one Kentucky school successfully beats its own winning test scores. The school examined what was taught, how it was taught, and how much was learned, determining how to regularly assess student progress. A staff development program was created that integrated continuous student assessment with teacher training. Teams of teachers and…

The Metropolitan District of Lawrence Township in Indianapolis, Indiana, needs a new model of teaching the latest technologies and strategies to teach kids. This paper presents the districts' implementation of the staff development plan. The plan focuses on enhancing teachers' abilities to teach: (a) basic literacy; (b) technological literacy; (c)…

A valuable lesson about teacher ownership and its power to move a school forward was learned by the author as she worked with a professional development initiative on assessment: No matter how closely a district-level leader thinks she is connected to and trusted by a staff, the collective commitment, focus, and action of the teachers themselves…

Across the US, some schools are hallmarks of high academic performance. These schools display consistently high test performance, and their students are sought after by competitive colleges and universities. These schools are successful, with consistently above-average test scores, low dropout rates, high percentages of children attending college,…

Project ProCEED is a staff development model for promoting the type of professional excellence recommended in national educational reports. A six-month program designed and implemented by teachers and principals is examined. (DF)

The goals and benefits of a Quality Circles program (voluntary, regular, problem solving meetings held by groups of employees) are explored in this article. Practical guidelines for implementing this program in a school environment are also shared. (DF)

To help business people and school staff work together more productively, a training program was developed for the Philadelphia High Schools' Academies Program. For these groups to work together effectively, points of view, attitudes, and approaches to working were reviewed. A discussion of this program is presented. (DF)

An interview with authors Robert Kegan and Lisa Lahey points the way to change by encouraging educators to challenge hidden assumptions and learn to recognize the immune system they develop that impedes their own progress. They suggest that leaders consider how organizational level barriers are effective expressions of commitment. An exercise to…

This article presents a concept of reflection, explains its importance in staff development, and describes ways reflection can be effectively integrated into staff development programs. Programs discussed include Teacher Expectations and Student Achievement (TESA), as well as tailor-made peer coaching and discipline workshops. (IAH)

Examines role changes in school administrators, especially with respect to the professional development of staff members. Nontraditional images of the principal are explored, their new activities are linked to the staff development needs, and the implications of this changing image to staff development are discussed. (GLR)

The article discusses the use of action research as a means of professional development. After describing action research and its benefits, the article explains the cyclical, collaborative process of action research, notes its possible applications, and presents implications for school reform. (SM)

Examines the future of staff development, noting its inadequacy due to prevailing concepts of teaching. The article traces changes in concepts of teachers and their work, outlines implications of change for future staff development, and describes experiences of one school district in redefining staff development as suggested by conceptual change.…