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Watkins, Karen E.; Marsick, Victoria J. – NASSP Bulletin, 1999
The learning organization learns continually and has the capacity to transform itself. This article presents a model addressing three levels of interrelated learning (individual, team, and organizational) and discusses seven action imperatives. Creating continuous learning opportunities, promoting dialog and inquiry, and building teams are vital…
Descriptors: Elementary Secondary Education, Leadership Responsibility, Models, School Organization

Starr, Warren D. – NASSP Bulletin, 1978
This district's method of obtaining closure, teamwork, and consistency within the administrative team is by a realistic, team-developed, "position papers" process. (Author/IRT)
Descriptors: Administrators, Adoption (Ideas), Elementary Secondary Education, Management Teams

Troxell, Raymond R., Jr. – NASSP Bulletin, 1977
Descriptors: Administration, Administrators, Boards of Education, Collective Bargaining

Trimble, Susan; Miller, John W. – NASSP Bulletin, 1996
Teams can boost creativity, morale, and communication, but they can also unleash disharmony, create tension, and waste time. To maximize teaming benefits, administrators must share authority, cultivate teacher leadership, train all team members, use situational leadership, model effective team leader behaviors, provide incentives, support each…
Descriptors: Change Strategies, Educational Benefits, Guidelines, Program Implementation

Grier, Terry B. – NASSP Bulletin, 1996
To support concepts such as teacher empowerment, school improvement plans, and site-based decision making, principals must learn how to lead or work with small groups. Each project team must have a champion (usually the principal), assigned members, a name, a district goal, desired outcomes, critical parameters, a time frame, resources, processes,…
Descriptors: Committees, Group Dynamics, Guidelines, Leadership Responsibility

Jennings, John F. – NASSP Bulletin, 1989
Explains the role of senior congressional committee staff members--people recognized as very knowledgeable or influential. Two key limitations: they may be fired at will and must closely represent their bosses' views. Staff members' jobs have four aspects (connecting, collecting, initiating, and implementing) associated with forming national…
Descriptors: Administration, Committees, Elementary Secondary Education, Employee Responsibility

Williams, Sheri S. – NASSP Bulletin, 1998
Effective school discipline plans get to the root cause of student misconduct and specify expected behavior codes, values, and directives. Successful plans involve all stakeholders in their design, recognize parents as the first link to prevention, ensure access to professional development, celebrate students' positive contributions to the school…
Descriptors: Discipline Policy, Evaluation Criteria, Planning, Professional Development
Yonezawa, Susan; Jones, Makeba – NASSP Bulletin, 2007
This article describes an effort by principals and university researchers to create student co-research groups at several high schools. The authors describe the student co-research team concept, how it provides principals with ways to actively engage students in ongoing school-reform efforts, and how it assists them in gathering and analyzing data…
Descriptors: Student Participation, Principals, Student Research, Recruitment

Pugh, Charles; Werle, John – NASSP Bulletin, 1977
Provides an overview of a team approach to pupil personnel services that allows the counselor to function as a generalist in guidance and counseling. (Author/IRT)
Descriptors: Administrators, Cocounseling, Counselors, Guidance Programs

Gullatt, David E.; Long, Douglas – NASSP Bulletin, 1996
Physical measures such as weapons checks and metal detectors are inadequate to forestall school violence. The key to managing crises is a trained, broad-based crisis-intervention team and a crisis-management plan. Team responsibilities include developing an intervention plan, coordinating with community services, educating and training staff, and…
Descriptors: Crisis Intervention, Crisis Management, High Schools, Planning

Schwartz, Louis O. – NASSP Bulletin, 1990
Sportscasters, in conjunction with educators and others, could form a unique partnership aimed at encouraging young people to stay in school and prepare for the future. (MLH)
Descriptors: Academic Achievement, Athletic Coaches, Athletics, Cooperation

Hallinger, Philip – NASSP Bulletin, 1989
High school principals assume direct responsibility for selected instructional leadership functions, but must delegate partial or full responsibility for other functions. The Principal Instructional Management Rating Scale helps shift principals' attention to the most appropriate areas. The key component is a systematically developed leadership…
Descriptors: Administrator Role, Decentralization, High Schools, Instructional Leadership

Sprague, Marsha M.; Pennell, Dale; Sulzberger, LeeAnne – NASSP Bulletin, 1998
The first stage of implementing the middle-school concept in York County, Virginia, involved moving sixth-grade teachers and students into middle schools and onto teams. One school integrated the curriculum by involving teachers in initial planning stages aligned with schoolwide goals. Curriculum integration succeeds when driven by teachers and…
Descriptors: Educational Change, Grade 6, Integrated Curriculum, Interdisciplinary Approach

Anders, Larry W.; And Others – NASSP Bulletin, 1987
Describes nine components involved in developing an effective instructional leadership team. Includes nine references. (MD)
Descriptors: Elementary Secondary Education, Instructional Leadership, Leadership Effectiveness, Management Development

Marshall, Catherine – NASSP Bulletin, 1992
The assistant principalship holds a critical position in education organizations because it is an entry-level position for administrative careers. Assistant principals maintain the norms and rules of school culture and handle the conflicts arising among teachers, students, and the community. Principals who work as administrative teams with their…
Descriptors: Administrator Effectiveness, Administrator Role, Elementary Secondary Education, Instructional Leadership