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Teachers, school specialists, and school administrators were asked to complete a qualitative survey on informal teacher leaders, defined as teacher leaders who have not been appointed to a designated leadership role by a school or district administrator. The survey results include respondents' perceptions of personal characteristics, knowledge and skills, and activities of informal teacher leaders, as well as the relationship of the teacher leaders with other teachers and administrators, and the impact of the informal teacher leaders on the school, teachers, and student learning.

Although we now have a growing number of general suggestions for improving instruction in principal preparation programs as well as studies on particular instructional models, there is a dearth of studies that compare the broad range of traditional and innovative instructional strategies available to professors of educational leadership. Moreover, we have very little research that explores aspiring principals' perceptions of the value of various instructional strategies. This study examined the value that students in principal preparation programs placed on a variety of instructional strategies.

This study investigated the flexibility of 16 supervisors in implementing a developmental approach to supervisor-supervisee interaction during the postobservation conference. Specific objectives included determining: (1) if supervisors' diagnoses of supervisees' conceptual levels (CL) agreed with the Paragraph Completion Method (PCM) measurement of teachers' CL; (2) if supervisors could effectively implement an informational directive approach with one teacher, a collaborative approach with a second teacher, and an actively nondirective approach with a third teacher; (3) the extent to which supervisors' approaches matched PCM-based prescriptions for supervisory approach; (4) supervisor valuation of informational directive supervision, and developmental supervision in general; and (5) supervisee valuation of the three supervisory approaches. Supervisors revealed positive valuations of all three supervisory approaches and developmental supervision in general. The supervisors valued approaches matched to supervisees' PCM-measured CL somewhat more than unmatched approaches. Supervisees' valuations agreed with those of the supervisors. (Author/JD)