Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the…

In this article, the authors discuss the characteristics and outcomes of a secondary-postsecondary collaborative professional development project. This project was initiated to address the issue of students' difficulties transitioning from secondary mathematics to postsecondary courses. Key characteristics include a climate of mutual respect, the…

The development and implementation of a Professional Development School (PDS)--sponsored summer program for at-risk secondary students is described. Literature related to PDSs and summer programs is followed by a presentation of data findings and analysis. Attendance and grade point average data gathered on the 17 participating rising ninth…

This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a…

This quasi-experimental study examined the adoption of the Virginia Student Threat Assessment Guidelines in 23 high schools. After training, school administrators and other staff members demonstrated substantial increases in knowledge of threat assessment principles and decreased commitment to zero tolerance approaches. Schools using the…

Outlines the special summer humanities institutes for secondary school principals that began at three universities in 1984 and were funded by the National Endowment for the Humanities. (MD)

Describes current attitudes toward staff development through inservice education, the need to coordinate staff evaluation and inservice programs, and the leadership required of administrators and committees. Particular attention is paid to basing inservice programs on needs expressed by teachers. The program followed in Fort Lee (New Jersey) is…

When teachers become technologically literate, students are the beneficiaries. Principals can ensure that appropriate supports are present and the school climate encourages teachers' professional development efforts. One such program is Computer Assisted Teacher Talk, a summer-institute program that helps teachers learn to use computers to foster…

The success of the South Carolina Assessment Center Project, the first statewide center, is credited to five basic principles that have guided efforts thus far: (1) establish credibility; (2) pay attention to details; (3) apply safeguards; (4) maintain public support; and (5) make the assessment experience humane. (TE)

Professional growth opportunities in most schools are limited and ineffective. By enabling teachers to participate actively in their own learning, examine current instructional strategies, and determine what they must do to improve, the National Board for Professional Teaching Standards' assessment process and professional development can help…

Effective school discipline plans get to the root cause of student misconduct and specify expected behavior codes, values, and directives. Successful plans involve all stakeholders in their design, recognize parents as the first link to prevention, ensure access to professional development, celebrate students' positive contributions to the school…

The Texas A and M University Principals' Center serves principals by providing them with the orientation, skills, and understanding to enhance their position as instructional leaders in their schools. Some of the services offered include a Summer Academy with nine regional clusters to support principals in their regions, and a toll-free hotline…

In 1990, Florida State University joined the National Alliance--a Danforth/NASSP-sponsored group of four universities who initially would receive performance-based leadership training for revamping their administrator training programs. So far, Florida State has completed a five-year participation plan, reconceptualized three advanced degree…

A well-planned formal mentor program established for continuous peer support is the ideal system for both tenured and untenured faculty. A Pennsylvania program has six full-time mentors to help teachers during and after school. The program is rooted in the concepts and practices of peer coaching, counseling, and support. Mentors' qualifications,…

Successful mentoring is a complex process dependent on many ingredients. The testimony of past participants in mentoring programs suggests that commitment, trust, and willingness to invest time, energy, and self are critical components of a relationship that can provide mutual enhancement, growth, and satisfaction in the educational administration…