Peggy B. Gill

Evaluating the long‐term impact of professional development

The requirement in the USA of the No Child Left Behind Act (2002) that every classroom has a highly qualified teacher, coupled with the current high‐stakes testing environment, creates the need for all principals to be knowledgeable about quality staff development systems. One aspect of effective staff development is whether teachers adopt the principles, ideas and approaches presented. The purpose of this research was to examine the impact in terms of teacher use of professional development provided over a five‐year period at four individual campuses in a large urban school district.

Developing a collaborative culture in online learning

Collaboration is identified as an essential skill for educational leaders in K-12 institutions. As programs for principal preparation move to the online environment, it is essential to develop ways to encourage and facilitate collaboration and cooperation. We will discuss several ways to incorporate collaborative processes in online learning as leaders seek meaningful feedback from peers, problem solve in case study discussions and work through decision making as a collaborative activity.

EXAMINING A MODEL OF EVOLUTIONARY EDUCATIONAL SYSTEMIC CHANGE WITHIN EXISTING SOCIETAL SYSTEMS

Within todays emerging global society, educational systemic change is a dynamic, complex process that must seek to engage active participation of all stakeholders. This article examines alternative models of this process, providing different perspectives of the recursive and comprehensive nature of change when viewed from the vantage points of those stakeholders within the process. An envisioned school or educational system that addresses preparation of a citizenry dedicated to democratic principles and issues of social justice must consciously examine the relationships, that form and reform interconnecting and unifying diverse subsystems within the schools constructed meaning and purpose.