The article describes how Susan Derse, principal of a Seattle high school, works with her school to facilitate and encourage change, focusing on her approach to staff development. Ms. Derse uses a collaborative, participatory style of leadership that allows plenty of time for teachers to meet and work together. (SM)

Participatory decision making can meld individual teacher goals into shared organizational goals that emphasize benefits for students. The article examines site-based management, organizational prerequisites, central office responsibilities, organizational culture, appropriate use of participation, decision-making strategies, and five obstacles to…

Explains the complexities of promoting school change and how they can be minimized through the effective use of facilitators. Six complexities of school change are examined based on the experiences of Georgia's League of Professional Schools. Also discussed is the question of who should facilitate. (GLR)

Describes a staff development program for administrators. Interviews were conducted and administrative handbooks, professional development plans, and board of education policies were analyzed. Findings, among others, were principals viewed staff development and clearly defined procedures as essential; principals found little long-range staff…

Wisconsin's Multicultural Education Target Schools Project uses strategic planning to address major educational and social issues and determine school-based change. The project involves elementary and middle school educators with large African-American and Hispanic student populations. It develops self-esteem, raises achievement levels, promotes…

Presents a model for educational change based on the assumption that education requires personal transformation and improved collegial relationships. There are two realities about educational change: many aspects of classroom operation are under teacher control, and teachers have feelings about what they do. The article makes recommendations for…

Describes experiences of the Far West Laboratory for Educational Research and Development in delivering the Peer-Assisted Leadership (PAL) program to North American audiences. PAL's collaborative inquiry helps school administrators analyze and interpret their own leadership as a means of professional growth. Participants receive validation,…

Investigates the link between staff development and student achievement, examining studies that were published or accessed in ERIC and that used standardized achievement tests to evaluate students. The article reviews studies related to and different from Hunter's model, noting that statistical data do not support the link. (SM)

Discusses links between National Board of Professional Teaching Standards certification and staff development. The assessment includes on-site teacher portfolios and assessment center examinations covering subject matter and teaching ability. Recommends that school districts provide staff development to help teachers acquire knowledge and skills…

A small group of teachers at one Illinois high school is helping to effect and promote change. Through the Action Research Laboratory (ARL), teams of teachers conduct collaborative action research to improve classroom practices. Data from the first two years of the ARL indicate that teachers are eager to participate in, and have thrived in, their…

National Staff Development Council (NSDC) standards guide the development of new staff-development programs in Maryland, and they have provided the framework that guides Maryland's teacher-training efforts. This article offers details on the NSDC standards and discusses how Maryland is making use of them. (SM)

South Carolina's technical assistance centers focus on improving low student mathematics and science performance. They provide assistance and professional development to teachers in poor, isolated rural schools. Curriculum Leadership Institutes (which renew and enhance teachers' content knowledge and pedagogy) are a primary part of the centers.…

Describes the Building Resource Teacher (BRT) position in one Colorado school district. Each elementary and middle school has a BRT who works with other teachers as a resident mentor, coach, and resource provider. The paper discusses what makes the BRT program successful. Three sidebars present lessons of the BRT program, how the program was…

To use technology properly, education leaders must understand technology's application in data-driven decision making, how technology intersects with pedagogy, what technology can and cannot do, and how to assess the latest tools and their uses. Sidebars highlight standards for administrators, assessment tools for staff knowledge and school…

Describes how one rural school district provides staff development through an on-line program that is followed up with on-site training. Teachers learn key concepts of learning styles via the on-line program, then receive on-site training followed by 8 hours of field practice. A sidebar examines different learning styles. (SM)