Effective practices for principals' inservice

Abstract

The many national reports containing recommendations for change in our educational system have brought about high visibility, more accountability, and increased efforts for school improvement and school effectiveness. This heightened attention increases the pressure on educators and especially school leaders. In view of these pressures, the time may be right for making the leaders of our schools a target group for intensified inservice efforts; yet comprehensive renewal programs for administrators have been slower in developing than those for teachers. Perhaps this is because we have more researchbased knowledge about effective teaching than about effective leadership. Also, many school improvement programs emphasize improvement of instruction and teacher competence, resulting in a focus on professional growth activities for teachers rather than administrators. A growing body of research is available on effective practices in staff development, especially as it applies to teacher staff development. The National Staff Council (NSDC) frequently conducts two-day Effective Practices in Staff Development institutes in different locations around the country. These workshops highlight research and practice in staff development using existing inservice programs as models of exemplary practice. Seventy-five percent of the programs used