This publication contains five chapters that focus on individual perspectives of reform in administrator-preparation programs. In "One Person's Links Between Administration and the Academy," Ann Weaver Hart offers a self-study that views administrative leadership as an ongoing process of social validation and socialization. Diana G. Pounder, in…

Describes the Bank Street College Program for the Development of the Role of the Principal as an Educational Leader, a two-year pilot project designed to help elementary school principals develop and extend their competencies as educational leaders in their own school settings. (Author)

The program treated in this document assumes that most present educational leaders are perhaps not as effectively trained as possible. Funded by the Mary Flager Cary Trust, the 5-year project is designed to train a selected group of experienced teachers of children--especially minority group teachers from inner-city schools--to become educational…

The purpose of this unit is to give an introduction to the phases of a change program rather than to give a specific training for leadership in conducting each phase. The task flow is presented as an application of a general problem-solving model. A person who completes this program should be able to define the problem-solving process, list its…

This article reports findings from a two-year study of 17 change agents working in three New York City school improvement programs. Interview, observation, and ranking data from the change agents, their managers, and their school clients were analyzed, and a synthesis of findings resulted in a list of 18 key skills for educational change agents.…

The major arguments related to teacher preparation at the baccalaureate and postbaccalaureate levels are discussed. (MT)

Details a program used effectively in training a group of principals in a large school district as part of a change implementation effort. Concludes that consideration of principals'"stages of concern" should be a key element in the planning and conduct of any principal training. (RDN)

Would-be change agents must commit to a lifelong process of self-examination that allows them to distinguish between "self-selected" or "other-imposed" changes. Certain steps are helpful: identifying and speaking vision; empowering self and others; knowing one's values; recognizing personal and environmental enhancers and barriers to change; and…

Describes the Teacher Educator Institute, a program in the context of Jewish education that is designed to develop educational leaders as teacher educators, those who plan and provide professional development for classroom teachers. The program strives to develop a leadership cadre that is generally missing within the North American system of…

This interview with Phillip Schlechty, a leader in school reform, discusses assumptions about teachers' roles, suggesting teachers be viewed as inventors and leaders of knowledge workers. The interview addresses teachers as inventors; developing school leaders; assumptions about behavior; structural changes in education; building capacity for…

Provides important insights into directions for professional development for community college deans. Describes six core knowledge areas crucial to prepare deans for leadership: mission, philosophy, and history; learner-centered orientation; instructional leadership; information and educational technologies; institutional accountability and…

Addresses leadership in a diverse society, especially in schools and the workplace, and examines one school administrator's success at getting a resistant faculty and principal to incorporate multicultural education into the school environment and curriculum. A 10-day multicultural leadership training program is described. (GR)

Describes the development of a 10-day interfaculty leadership training course for higher education administrators in Sweden in the context of the deregulation and decentralization introduced in 1993. Discusses implications for strategic management in higher education, focusing on social identity, leadership acceptance, leadership training, and…

This complete resource provides staff developers with the necessary tools for training leaders at all levels of the educational system to become the catalysts for large scale, sustainable reform. Hear from practicing principals, superintendents, and educational experts; observe actual training sessions; and visit classrooms to see how the model to…