In this article, the author explains why students with autism must be treated as individuals. As she has completed the requirements to become a licensed principal, she has also studied how her daughters fare in school, leading her to suggest the following advice for principals: (1) know that autism is a spectrum disorder; (2) have all staff…

The school nurse is an important member of the school team since school health services keep students in school, in the classroom, and ready to learn. Although school nurses are often seen as the people who deliver first aid at school, their role is much deeper and has such breadth that only a registered, professional nurse has the skill set to…

It's all about building bridges for student inclusion at Edgerton Elementary School, which is the school the author leads in Kalispell, Montana. When the author became principal of Edgerton five years ago, the school was planning to introduce a cohort of preschool students with autism spectrum disorder (ASD) into kindergarten. Everyone at the…

If you have noticed that your teachers need more "tricks up their sleeves" for working with slow learners, you can initiate a staff-development plan for changing that. Here are some suggestions for using the time, resources, and staff that you already have to improve the teaching of slow learners.

Today in the U.S., more than 4 million elementary and secondary students require language assistance, and growth of the English-language learner (ELL) population is expected to continue. Thus, school staffs must be prepared to meet challenges that will arise because of the changing population and an increase of ELLs. School districts that are…

Suggests steps principals should take to increase school security and crisis preparedness: Involve school community members in security needs-assessment process; reduce risk based on assessment by establishing partnerships with law-enforcement agencies, strengthening security, and establishing crises guidelines. (PKP)

Describes the benefits for principals of online staff development for teachers. Sources of online courses and training include local and state departments of education, professional associations, colleges and universities, online universities, and commercial suppliers. (PKP)

Outlines how to develop productive staff meetings that foster professional staff development. Three steps to follow include developing a staff development committee, designing a long-range staff development plan, and planning staff meetings that become a lesson in themselves. (MD)

To reduce teacher isolation and encourage sharing of expertise, schools should consider brief workshops or 15-minute "micro-shops" on various topics ranging from making electrical circuit boards to setting up a salt-water aquarium. This article and accompanying sidebar discuss benefits and set-up strategies. (MLH)

Describes a 1982 program at Sarasota County School System (Florida) that trained teachers as student advisors when five junior high schools became middle schools. Explains measures to overcome teacher resistance to advisement sessions, the benefits of developing teacher-trainers, and resultant gains in teachers' self-confidence. (MLH)

Some staff development and organization development practices that can profoundly influence teacher attitudes and behaviors include having a clear school vision, establishing collegiality and experimentation norms, displaying a collaborative attitude, using staff development research, varying staff development format, encouraging faculty…

Outlines six beliefs administrators may have that hinder the deliverance of good staff development programs. The author asserts that it is important that principals critically examine the implications of these beliefs. (MD)

A former teacher-turned-principal presents a model for providing new teachers with necessary peer support, information, and assistance. Components include a clear, concise introduction to materials, schedules, and daily school and classroom operations; a thorough building orientation; a presentation of the principal's expectations regarding…

An elementary school art teacher with 25 years' experience with the Fairfax County (Virginia) Public Schools praises her district's nationally recognized program. She attributes success to several factors: a written curriculum for grades K-6, a strategies document for implementing the curriculum, a strong staff development component, collaboration…

The vision for teacher and student development portrayed in the recent National Commission on Teaching and America's Future report does not match classroom reality. A school's compelling vision and stretch goals demand professional development that is results-driven, standards-based, school-focused, job-embedded, matched to desired instructional…