Joseph Murphy is Associate Professor of educational administration, higher, and continuing education at the University of Illinois at Urbana-Champaign. Philip Hallinger is Director of the Westchester Principals' Center in Ardsley, New York.

"The book addresses a long felt need to describe and investigate the education and training of school administrators. The topic is especially timely with the current emphasis on educational reform and reports from the 'effective schools' research which puts emphasis on the quality of leadership, especially principals." — Patricia A. Schmuck, Lewis and Clark College

• IntroductionI. Historical and Theoretical Perspectives 1. The Evolution of Training for School AdministratorsBruce S. Cooper and William L. Boyd2. Principles of Quality Staff Development:Lessons for Administrator TrainingNancy J. Pitner3. The Legacy of the Theory Movement: Learning from the New TraditionRobert L. Crowson and R. Bruce McPherson II. Professional Associations 4. The Center for Advancing Principalship Excellence (APEX): An Approach to Professionalizing Educational AdministrationPaula F. Silver5. The AASA Model for Preparing School LeadersJohn R. HoyleIII. State Models 6. Maryland's MPDA: The Maryland Professional Development Academy and Its Odyssey in Comprehensive TrainingA. Skipp Sanders7. The North Carolina Leadership Institute for PrincipalsLee W. Grier IV. Laboratory and University Approaches 8. Peer-Assisted Leadership: Peer Observation and Feedback as Catalysts for Professional GrowthBruce G. Barnett9. The Harvard Principals' Center: School Leaders as Adult LearnersSarah L. Levine, Roland S. Barth and Kenneth W. Haskins10. The Institute of Educational Administration in AustraliaColin R.J. Moyle and Keith C. Andrews11. Facilitating/I/D/E/A/ Principals' Collegial Support Groups as a Means of Professional Development and School ImprovementJames C. Laplant12. Lewis and Clark College's Summer Institute for Beginning School AdministratorsDaniel L. Duke13. Research, Practice, and Conceptual Models:Underpinnings of a Principals' InstituteKent D. Peterson14. The Australian Administrative Staff College:The Syndicate MethodW.G. Walker V. Conclusion 15. New Directions in the Professional Development of School Administrators: A Synthesis and Suggestions for ImprovementJoseph Murphy and Philip HallingerContributorsIndex

Joseph Murphy is Associate Professor of educational administration, higher, and continuing education at the University of Illinois at Urbana-Champaign. Philip Hallinger is Director of the Westchester Principals' Center in Ardsley, New York.

"The book addresses a long felt need to describe and investigate the education and training of school administrators. The topic is especially timely with the current emphasis on educational reform and reports from the 'effective schools' research which puts emphasis on the quality of leadership, especially principals." — Patricia A. Schmuck, Lewis and Clark College

• IntroductionI. Historical and Theoretical Perspectives 1. The Evolution of Training for School AdministratorsBruce S. Cooper and William L. Boyd2. Principles of Quality Staff Development:Lessons for Administrator TrainingNancy J. Pitner3. The Legacy of the Theory Movement: Learning from the New TraditionRobert L. Crowson and R. Bruce McPherson II. Professional Associations 4. The Center for Advancing Principalship Excellence (APEX): An Approach to Professionalizing Educational AdministrationPaula F. Silver5. The AASA Model for Preparing School LeadersJohn R. HoyleIII. State Models 6. Maryland's MPDA: The Maryland Professional Development Academy and Its Odyssey in Comprehensive TrainingA. Skipp Sanders7. The North Carolina Leadership Institute for PrincipalsLee W. Grier IV. Laboratory and University Approaches 8. Peer-Assisted Leadership: Peer Observation and Feedback as Catalysts for Professional GrowthBruce G. Barnett9. The Harvard Principals' Center: School Leaders as Adult LearnersSarah L. Levine, Roland S. Barth and Kenneth W. Haskins10. The Institute of Educational Administration in AustraliaColin R.J. Moyle and Keith C. Andrews11. Facilitating/I/D/E/A/ Principals' Collegial Support Groups as a Means of Professional Development and School ImprovementJames C. Laplant12. Lewis and Clark College's Summer Institute for Beginning School AdministratorsDaniel L. Duke13. Research, Practice, and Conceptual Models:Underpinnings of a Principals' InstituteKent D. Peterson14. The Australian Administrative Staff College:The Syndicate MethodW.G. Walker V. Conclusion 15. New Directions in the Professional Development of School Administrators: A Synthesis and Suggestions for ImprovementJoseph Murphy and Philip HallingerContributorsIndex

Joseph Murphy is Associate Professor of educational administration, higher, and continuing education at the University of Illinois at Urbana-Champaign. Philip Hallinger is Director of the Westchester Principals' Center in Ardsley, New York.

"The book addresses a long felt need to describe and investigate the education and training of school administrators. The topic is especially timely with the current emphasis on educational reform and reports from the 'effective schools' research which puts emphasis on the quality of leadership, especially principals." — Patricia A. Schmuck, Lewis and Clark College

• IntroductionI. Historical and Theoretical Perspectives 1. The Evolution of Training for School AdministratorsBruce S. Cooper and William L. Boyd2. Principles of Quality Staff Development:Lessons for Administrator TrainingNancy J. Pitner3. The Legacy of the Theory Movement: Learning from the New TraditionRobert L. Crowson and R. Bruce McPherson II. Professional Associations 4. The Center for Advancing Principalship Excellence (APEX): An Approach to Professionalizing Educational AdministrationPaula F. Silver5. The AASA Model for Preparing School LeadersJohn R. HoyleIII. State Models 6. Maryland's MPDA: The Maryland Professional Development Academy and Its Odyssey in Comprehensive TrainingA. Skipp Sanders7. The North Carolina Leadership Institute for PrincipalsLee W. Grier IV. Laboratory and University Approaches 8. Peer-Assisted Leadership: Peer Observation and Feedback as Catalysts for Professional GrowthBruce G. Barnett9. The Harvard Principals' Center: School Leaders as Adult LearnersSarah L. Levine, Roland S. Barth and Kenneth W. Haskins10. The Institute of Educational Administration in AustraliaColin R.J. Moyle and Keith C. Andrews11. Facilitating/I/D/E/A/ Principals' Collegial Support Groups as a Means of Professional Development and School ImprovementJames C. Laplant12. Lewis and Clark College's Summer Institute for Beginning School AdministratorsDaniel L. Duke13. Research, Practice, and Conceptual Models:Underpinnings of a Principals' InstituteKent D. Peterson14. The Australian Administrative Staff College:The Syndicate MethodW.G. Walker V. Conclusion 15. New Directions in the Professional Development of School Administrators: A Synthesis and Suggestions for ImprovementJoseph Murphy and Philip HallingerContributorsIndex