In addition to addressing leadership skill areas needing improvement, Leader 1-2-3 participants can reaffirm and validate instructional lead ership practices with which they are already familiar and comfortable, providing encouragement and motivation to further refine these skills in the school setting.
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References
1.
Joyce, Bruce, and Showers, Beverly. StudentAchievement Through Staff Development: Fundamentals of School Renewal, 2d ed. White Plains, N.Y. : Longman, 1995.
2.
Keefe, James, W., and Jenkins, John M., eds. Instructional Leadership Handbook, 2d ed. Reston, Va.: NASSP, 1991.
