With the continuing increase of inclusive education in our public school classrooms today, there is a great deal of interest in co-teaching teams. Research indicates that administrative support is a critical factor in co-teaching effectiveness. In this study, we explored administrator knowledge and practices related to the supervision and…

There is a positive relationship between high levels of teacher efficacy and increased student achievement as well as a positive link between principal behavior and teacher efficacy. A diverse group of middle school teachers from a mid-Atlantic state were surveyed. Responses from 366 teachers were analyzed to determine whether various principal…

School change efforts to develop schools as learning communities result in schools that are constantly learning and thus changing. This collective case study of four schools involved in a 4-year reform effort begins to examine the ongoing sustainability of a learning community. The study draws insights about the sustainability of learning…

The author discusses a project that affords high school principals an opportunity to create collaborative relationships between members of their school communities and college-based teacher education programs. In its 13 years, this collaboration has been shown to increase student and teacher engagement: Students gain perspective on what goes into…

This article examines how high school administrators influence teacher leadership in both positive and negative ways, particularly in an educational reform environment. It specifically looks at how they encourage, discourage, and motivate involvement in teacher leadership activities. Data from two studies were collected from teacher leaders…

This article provides practical suggestions for principals for enhancing the success of student teaching experiences in their building. Specifically, principals can develop procedures for welcoming the student teacher, communicate with university officials early and frequently, monitor the quality and variety of the student teaching experience,…

Today's students need countless opportunities to turn information into knowledge that helps them understand themselves, others, and the world. Emergent teacher leadership will help students practice democracy. Principals must partner with teachers to create time for staff to converse, learn together, and convert schools to learning centers. (MLH)

Principals play a key role in developing teacher leadership. To identify, develop, and support teacher leaders in their schools, principals should define teacher leadership, be comfortable with teacher leaders, encourage teachers to become leaders, help teachers develop leadership skills, and provide positive and limited constructive feedback.…

A case study explored availability of collaboration benefits and the difficulties teachers experienced in attaining them in a traditional comprehensive high school that hosts a career academy and a school-within-a-school. Administrators should encourage teachers' voluntary participation, allow adequate planning time, provide training, and increase…

In this interview, a high school art teacher explains why her initial enthusiasm for block scheduling evaporated. Problems arose with foreign-language instruction, science labs, lesson planning, field trips, space utilization, supplies, and overenrollment in elective subjects like music and art. Teachers had little control or administrative…

If administrators fail to seek faculty support for block scheduling, teachers may feel undervalued, angry, and adversarial. When principals allow teacher committees to take leadership roles, teachers can assume ownership of the new model. Adminstrators must establish teacher confidence in transitions, maintain effective communication, monitor…

Administrators can structure successful transitions to standards-based curriculum and performance assessment. By thinking about this reform initiative's implications, building opportunities for thoughtful experimentation and dialogue, and anticipating dilemmas teachers might encounter during experimentation, administrators can design responsive…

A survey of 900 teachers and 300 principals examined the effectiveness of the clinical-supervision model used in U.S. secondary schools. Respondents valued collaboration in setting time for observations and analyzing data during a postobservation conference. Principals were commonly responsible for both supervising and evaluating teachers. Both…

At the Hauppauge School District, a committee of educators became involved in a project concerning teacher evaluation of administrators. The committee devised an evaluation instrument in relation to the district's philosophy of education and to the administrator's job descriptions. Describes the completed instrument. (Author/RK)

Discusses the perceptions of teachers on how curriculum decisions are made with their preferences for how such decisions should be made. Examines the results of a survey of school districts in New York to learn who has control over curriculum planning. (Editor/RK)