Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about…

Five selections summarize training methods for the principalship from the perspective that cognizance of the complexities of being a principal arises from practice, thus experiential learning should be incorporated into preservice and inservice training programs. The first selection, "Making Sense of Principals' Work," by Kent Petersen, is a…

Current research and practice suggest that those who commit to pursuing goals immediately following a feedback experience are more likely to capitalize on their strengths and set a productive path for growth. Any intentional effort to learn, grow, and change involves seeking challenging assignments, training for targeted skills, and developmental…

The Dayton (Ohio) City School District initiated a very successful pilot induction program for entry-year administrators in January 1987. Nine special workshops were planned to train both volunteer mentors and entry-year administrators in such areas as personal development, conflict management, problem identification and solution, time management,…

Assistant principals are important people, reminds this principal, who asks his colleagues to probe how they use their assistants. He follows with several suggestions about how to improve the situation. (Author/TE)

Teacher education in Germany has no subdiscipline dedicated to school administration. School principals and candidates for this position are offered short inservice training, but most of the necessary skills are acquired on the job. It remains unclear how principals master this challenge and to what extent these learning opportunities are…

The purpose of succession-related practices is to ensure that there are ready replacements for key positions in an organization so that turnover will not negatively affect the organization's performance. CCL first published an annotated bibliography on succession planning in 1995. That bibliography focused primarily on the link between succession…

This report consists of two main sections. The first presents a theory about how supervisors decide on the causes of a subordinate's poor performance and what they do about it. A two-stage process is suggested. The first stage involves the supervisor making attributions about the causes of the poor performance. This stage requires processing an…

This paper briefly describes the rationale, aims, and proposed activities of an instructional management academy conducted by the Instructional Management Program at Far West Laboratory. The first academy, conducted during the 1983-1984 school year, allowed participating principals to analyze their management behavior, receive support and insight…

Discusses Computer Sciences Corporation's (CSC) philosophy, objectives, and management principles which provide framework for its training and development programs; describes CSC's corporate and division-level training and development programs; presents a case study of one division-level course's development, implementation, and evaluation; and…

Research on motivation to manage can be summarized in five points: (1) motivation to manage is a major factor for success; (2) motivation to manage declined in students from the 1960's to the 1970's; (3) this decline is evident in the relevant age groups; (4) differences between United States students and foreign students place the United States…

Management processes of planning, organizing, directing, and motivating are vital to schools and industries alike. Accordingly, this module, the first in a series of two, has been developed as a training guide using the Hersey-Blanchard approach to leadership styles. It can help build principal-faculty relationships, superintendent-governing board…

Five elements contribute to success of the NASSP assessor training program: (1) participants are totally involved; (2) preparation supports the overall training design; (3) preselection and orientation of assessor trainees ensures qualified participants; (4) training models assessors' subsequent role; and (5) follow-up training at individual…

Assuming the quality of the principal is directly linked to student learning and instruction, whose responsibility is it to develop building administrators to their fullest? This question is at the center of Principal Training on the Ground by Sandra Stein and colleagues from the School of Public Affairs at Baruch College of the City University of…

Based on her own experience, a trainer of assessors for the NASSP Assessment Center Project describes the essential skills and practices needed for successful assessor training. She emphasizes the importance of collegiality and mutual respect between trainers and trainees. (TE)