After setting forth eight assumptions concerning the education of educational administrators, findings about the Leadership in Educational Administration Development (LEAD) program are discussed. The analysis is based on the first-year applications, telephone conversations with staff at a majority of the project sites, and additional material…

Both participants in the Ontario Camp Leadership Center at Bark Lake and their sponsoring organizations agreed on the benefits of the leadership development experience and enthusiastically endorsed the program. Researchers conducted a 19-question telephone survey of 202 program participants and a 32-question survey of 40 sponsors and 20…

An evaluation of four experimental programs designed to stimulate participation of agricultural and rural leaders in public affairs assessed the effectiveness of leadership training on young men and women in California, Michigan, Montana, and Pennsylvania. Varying from two to three years in length, the programs emphasized the analysis of major…

Intensive leadership development programs in Pennsylvania, Michigan California, and Montana positively affected the participation of program graduates in public affairs organizations. The programs, begun in 1965, and designed to prepare young men and women from rural areas for more effective leadership in agricultural and public affairs, consisted…

SIXTY VOCATIONAL EDUCATION LEADERS FROM 18 STATES MET FOR A 2-WEEK SEMINAR IN JULY 1967 TO GAIN--(1) EXPERIENCE IN CONFERENCE LEADING AND OTHER LEADERSHIP TECHNIQUES, (2) AN INSIGHT INTO THE POSSIBILITIES AND RESPONSIBILITIES OF LEADERSHIP IN VOCATIONAL-TECHNICAL EDUCATION, (3) AN UNDERSTANDING OF TRENDS AND FUTURE DEVELOPMENTS, AND (4) AN INSIGHT…

THE UNIVERSITY OF TENNESSEE, DESIGNATED THE STATE AGENCY UNDER TITLE I OF THE HIGHER EDUCATION ACT OF 1965, HAS ADMINISTERED IN 13 MONTHS MORE THAN HALF A MILLION DOLLARS IN APPROVED PROGRAMS, WHICH PROVIDE CONTINUING EDUCATION AND COMMUNITY SERVICE PROGRAMS TO ADVANCE HIGHER EDUCATION. A 20-MEMBER STATE ADVISORY COUNCIL, COMPOSED OF ACADEMIC,…

THIS STUDY DISCUSSES THE POLITICAL AND SOCIOECONOMIC ROLE OF TRADE UNIONS IN DEVELOPING NATIONS, EDUCATIONAL AND TRAINING NEEDS OF UNIONISTS, LEADERSHIP TRAINING METHODS (OVERSEAS TOURS, REGIONAL COURSES, RESIDENTIAL PROGRAMS), ORGANIZATIONAL PROBLEMS, CURRICULUM PLANNING, EFFECTS OF SPONSOR OBJECTIVES, THE SELECTION OF STAFF AND PARTICIPANTS,…

To help equip persons in leadership positions with procedures and techniques needed for obtaining valid and reliable evaluative data, this institute involved 100 applicants, several alternates, and consultants in various planned activities. The institute focused on these major purposes or outcomes: (1) Participants would learn additional…

Focusing on a professional continuing education program in group discussion leadership skills for Louisiana public health workers, this study assessed the overall value of training to participants, and sought relationships between certain background characteristics and the value ascribed to the training experience. The Kropp-Verner Evaluation…

The Adult Armchair Education project (AAE) of the Opportunities Industrialization Center (OIC) in Philadelphia undertook instruction and skill development among the disadvantaged through learning groups in homes. Indigenous paid staff conducted direct, door-to-door recruitment. Classes, meeting once a week, 2 1/2 hours per session, for 10 weeks,…

Contained in this document are broad guidelines for implementation of the recommendations made at a conference attended by 22 leaders in trade and industrial education held at Austin, Texas in May, 1967. The recommendations are organized under headings of: (1) Expanded Programs and Services, (2) Organizational Structures for the 1970s, (3)…

This document describes the Leader Training Program (LTP) component of the Teaching Behavior Improvement Program (TBIP). The LTP was funded under ESEA Title III and was designed to train school-based inservice leaders to implement the TBIP in their districts. The document suggests possible grouping of participants, materials, equipment, physical…

Guidance for leaders of a volunteer group working to combat adult illiteracy in a given community is provided in practical detail. In Chapter 1, Problems of Illiteracy, the results of an interview poll with a sample population of Americans 16 years of age and older show that there are 21,000,000 adults in the United States whose skills are not…

Results from an exploratory evaluation of the Indiana Principals' Leadership Academy (IPLA) over its first four years are reported. Interviews with 30 principals (20 IPLA graduates and 10 current participants) and review of IPLA documents reflect favorable responses to the program by principals and its strengths and weaknesses. (SLD)

Professional learning is necessary for a school or district to achieve its goals. It's logical, then, that professional development plans should not exist separately from school improvement plans. To be comprehensive, professional development plans must be integrated with improvement plans to produce a systematic effort that is results-driven,…