Argues that providing leadership and opportunities for staff members to become more effective in their jobs are the primary responsibilities of a school principal. Offers a number of suggestions for use in staff development. (FL)

There are four elements which the author has found to be essential for success when designing and conducting staff development programs: awareness, application, implementation, and maintenance. Each of these elements is discussed in detail, followed by the warning that the four-phase model requires school board commitment to insure its success.…

Describes implementation of a staff development project on cooperative learning. Notes that an important by-product of this project was the informal communication that occurred among teachers as a result of their common experiences. (RS)

Presents a conceptual framework intended to indicate the need to consider curriculum implementation, staff development, and evaluation as integrally linked in the curriculum change process and to reinforce the idea of involving teachers meaningfully. (RS)

The author outlines steps for organizing a successful workshop. A planning checklist and flow chart are included. (SJL)

Discusses the characteristics of unsuccessful attempts to implement collegial supervision (teachers helping teachers through feedback and advice) in schools, and discusses the insights these characteristics provide. Discusses one successful collegial supervision program. (SR)

Describes a program in which school district teaching staff members provided inservice training as opposed to outside consultants. Reports the program was successful and met with the approval of the staff. (FL)

Argues that one cannot be a successful educational administrator unless he or she studies and adopts good management procedures. Offers suggestions for developing such procedures. (FL)

Describes the program developed by one California school district to meet the requirements of legislation concerning the training and evaluation of probationary staff. (FL)