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ERIC Number: ED314861
Record Type: RIE
Publication Date: 1989-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Supervised Practice: A Staff Development Model for Practicing Principals.
Richardson, Mike; And Others
Instructional leadership, the essential component of an effective school, does not require inborn talents, but skills that can be learned and applied. A systematically designed and implemented training program positively affects practicing principals regarding the use of time, personnel, and resources in the school. The model training program outlined within this document consists of 36 hours of actual instruction with additional time allotted for participants to implement and to practice the training concepts on the job. Among the nine topics for principal development training--intended to be covered over an 18-month period to allow time for practice, reflection, and revision--are: (1) the effective schools movement; (2) characteristics of an effective principal; and (3) problem solving. To provide intensive assistance and the opportunity for supervised practice of key training concepts, trained consultants spend time in the schools with participating principals. A variety of training techniques are used by the consultants to teach the concepts. To be successful, the training concepts must be internalized with both the principal and the school; therefore, a nondirective approach is utilized with the principals, rather than a subjective, judgmental standard. (10 references) (KM)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of States on Inservice Education (14th, San Antonio, TX, November 17-21, 1989).