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Showing 1,831 to 1,845 of 4,685 results
Peer reviewedHowe, Mary Lee – NASSP Bulletin, 1986
Based on her own experience, a trainer of assessors for the NASSP Assessment Center Project describes the essential skills and practices needed for successful assessor training. She emphasizes the importance of collegiality and mutual respect between trainers and trainees. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Assessment Centers (Personnel)
Peer reviewedMcCall, Douglas S. – NASSP Bulletin, 1986
The Michigan Institute for Educational Management's Assessment Center Program is based on evaluation of a candidate's strengths and weaknesses in 12 skill areas. The author, a high school principal, describes personal insights derived from this 12-fold evaluation process. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
Peer reviewedPritchett, JoAnn H. – NASSP Bulletin, 1986
A principal and assessor for an Alabama school system describes the professional benefits of her experience with the NASSP Assessment Center Project: peer interaction, informal exchanges, and close personal contact with five other practicing administrators. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Assessment Centers (Personnel)
Peer reviewedMoses, Joseph L.; Hakel, Milton D. – NASSP Bulletin, 1986
"Springfield," a simulation-based development program for those who have completed the NASSP assessment center, works well for 10 reasons: motivation, talent, self-assessment, feedback, specific goals, realistic simulation, behavior modeling, developmental mentors, on-the-job development, and a follow-up seminar. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
Peer reviewedLoacker, Georgine – NASSP Bulletin, 1986
The present success and future potential of the Springfield Simulation depend on six interrelated research findings about adult learning.These findings, enumerated and discussed, provide the theoretical framework for Springfield. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
Peer reviewedRobbins, Wayne R. – NASSP Bulletin, 1986
Oregon was selected as one of four pilot states to field test the Springfield Simulation. Logistical problems are described, followed by a procedural account of the process: personnel, initial briefing, research packets, the three-day simulation, feedback from mentors, and a follow-up at the end of three months. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
Peer reviewedMinton, Anne – NASSP Bulletin, 1986
An assistant principal from Alabama describes her application of one of the skill dimensions derived from the Springfield Simulation--problem analysis--to a low-achievement problem among her fifth graders. Before she was through, she had exercised all the other skill dimensions as well: judgment, sensitivity, leadership, decisiveness, and…
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Qualifications
Peer reviewedWatts, G. Wayne – NASSP Bulletin, 1986
A South Carolina high school band director describes his experience with the Springfield Simulation, a role-playing seminar/workshop where individuals are assigned roles and situations that will aid them in developing administrative skills. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Responsibility, Administrator Role
Peer reviewedLogsdon-Magos, Marsha – NASSP Bulletin, 1986
A migrant education resource teacher from California describes the personal and professional benefits she obtained from her participation in the Springfield project, a role-playing seminar/workshop for administrators. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Evaluation, Administrator Responsibility
Peer reviewedKelley, Edgar A. – NASSP Bulletin, 1986
College and university faculty engaged in the preparation of school administrators should have a vital role in all applications of assessment centers and the principles upon which assessment centers are based. Faculty involvement in uses of assessment center technology can improve administrator preparation programs. (TE)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Qualifications, Administrator Selection
Peer reviewedMcCleary, Lloyd – NASSP Bulletin, 1986
This article treats specific areas in which the assessment center can make significant contributions to university programs in educational administration: personal-professional growth, contributions to the preparation program, and linkages with the field. (TE)
Descriptors: Administrator Education, Administrator Evaluation, Administrator Qualifications, Administrator Selection
Peer reviewedOgawa, Rodney T. – NASSP Bulletin, 1986
This article describes how the assessment center has enhanced the service and training facilities of the University of Utah and suggests ways in which universities can make significant contributions to the assessment center through research. (TE)
Descriptors: Administrator Education, Administrator Qualifications, Assessment Centers (Personnel), Cooperative Programs
Peer reviewedNickerson, Neal – NASSP Bulletin, 1986
This essay shows how the assessment center concept can provide the research base to improve teaching and service in principal preparation programs at colleges and universities. (TE)
Descriptors: Administrator Education, Administrator Evaluation, Administrator Qualifications, Administrator Selection
Peer reviewedWynne, Edward A.; Walberg, Herbert J. – NASSP Bulletin, 1986
The recommendations set forth in "Developing Character: Transmitting Knowledge," a recent statement signed by prominent scholars and educators, are reviewed here for principals. The statement focuses on the importance of education for character development. (Author)
Descriptors: Academic Standards, Behavior Problems, Educational Policy, Elementary Secondary Education
Peer reviewedWansor, C. T. – NASSP Bulletin, 1986
Can students' writing ability really be assessed by standardized, objective tests? This question is explored here along with a discussion of the alternatives and advice for principals to help their English and language arts teachers confront the issue. (Author/TE)
Descriptors: Administrator Role, Educational Diagnosis, Elementary Secondary Education, Objective Tests
