Suggests that informed conversation between teachers and principals, combining conceptual and practical knowledge, can revitalize schools choking on "busyness" and routine. Describes the ideal structure of such dialogues, along with outcomes from a case study of such an approach at William Tennant High School in Pennsylvania. (TE)

This article reviews aspects of the work of Lawrence Stenhouse in curriculum development and research, identifying and summarizing his core ideas: curriculum development as social and political action, the importance of case studies for involving teachers in research, and teaching as an art. (TE)

Using case studies, examines five alternative supervisory approaches based in both theory and practice: mentoring, peer coaching, portfolios for differentiated supervision, peer assessment, and action research. Collaborative relationships, shared decision making, reflective listening and practice, and enabling administrative leadership were…