The Conceptual Curriculum Network is a model for curriculum planning that identifies essential aspects of curriculum planning, indicates flow within the planning process, and explains the interrelationship of essential aspects of the planning. (Author/IRT)

Describes the most easily achieved and most difficult to achieve aspects of the model, along with what was possible only for some schools, and what was most disillusioning to the leaders. (IRT)

Discusses the importance for teachers of conflict resolution through negotiation and describes a model teachers' workshop on conflict resolution. (JG)

For schools that are too large to give individualized attention to student problems, the house system's team approach to problem-solving responsibility may be the answer. One house organization plan is explained in detail here. (Editor)

The Schoolwide Enrichment Model, originally designed for academically gifted students, is currently used to develop the gifts and talents of a much wider pool of students. One SEM component, the Total Talent Portfolio, focuses attention on student interests and learning-style preferences. This article explains how SEM, combined with curriculum…

To increase collegiality at a rural upstate New York high school, the principal scheduled informal sessions on various subjects (daily plans, objectives, clarity, and learning principles), based on Saphier and Gower's "The Skillful Teacher" (1993). He then discovered that teacher-led presentations worked even better. (MLH)

Describes a successfully pilot-tested planning model that focuses on the decisions that need to be made at the school level. (IRT)

To improve student's reading scores on the Test of Achievement and Proficiency, a rural Georgia high school initiated an improvement program based on Deming's continuous-improvement model in fall 1995. This model allows those closest to the problem to resolve it. By working continuously to improve students' testing environment, test-taking…

Includes descriptions of 16 of the participating schools written by administrators of those schools. (IRT)

The "one-size-fits-all" approach to teaching and program delivery is indefensible. Minnesota has enacted a law specifying standards of knowledge and skills that high school students must demonstrate to qualify for a diploma via multiple pathways. All pathway programs (classical, postsecondary, interactive-technology evening school,…

Describes an innovative educational model that was implemented at a large suburban high school, and summarizes the attitudes toward its components by the parents, students, and teachers who were involved. (Editor/RK)

The research cited and the inservice experiences with teachers described suggest that attitude screening criteria and a training program show promise for producing administrators and teachers with democratic leadership abilities. (Author/IRT)

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…

Professional development schools serve both novice and experienced teachers' needs by combining teacher education with professional development and school-restructuring efforts. Such schools are creating new opportunities for learning by teaching, doing, and collaborating. This article describes the University of Southern Maine's one-year,…