Reflects on the practice of mentoring from a practitioner′sperspective. Explores the strengths of mentoring programmes and notesthese far outweigh some of the limitations which…
Abstract
Reflects on the practice of mentoring from a practitioner′s perspective. Explores the strengths of mentoring programmes and notes these far outweigh some of the limitations which might exist. Draws attention to some important issues such as planning, training, and appropriate matching of mentors and protégés which must be considered by schools and districts with an interest in mentoring if these programmes are to achieve success.
John C. Daresh and Marsha A. Playko
As a result of increasing attention to the problems faced by beginningschool leaders around the world, this study was conducted to determinethe nature of skills needed by…
Abstract
As a result of increasing attention to the problems faced by beginning school leaders around the world, this study was conducted to determine the nature of skills needed by beginning principles in the USA. Data were collected from both practising and aspiring principals. It was determined that there are major perceptual differences between these two groups with regard to essential skills for principals. Aspiring administrators believe that demonstration of technical skills is most important, while their experienced colleagues believe that it is more important for novices to show socialization and self‐awareness skills. Based on these findings, notes implications for the improvement of pre‐service, induction and in‐service programmes for school administrators.
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Marsha Botello and Naftaly S. Glasman
Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training; and…
Abstract
Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training; and what principals do in regard to teacher follow‐up activities in the classrooms. Using interview and observation techniques, relationships are found which reflect successful efforts extended towards school improvement.