es about what did and did not work. Meanwhile, their criteria for what made a school effective was time on task, class size, curriculum content, and student performance. Also included were school climate factors such as parental involvement, discipline, safety, and staff development.
For the principal they were able to determine performance based on the factors of his or her emphasis on goals and production, power and decision-making, organization and coordination of resources, and human relations. The authors also noted that the principal was responsible for staff development:
In order to influence an entire school, staff development should be school-wide rather than specific to individual teachers and should be closely related to the instructional program of the school. Staff development should be based on the expressed meeds of the teachers and directly related to the goals of the school. The effort requires long-term support and reinforcement. It is likely that staff development presented as a form of remediation for teachers deficient in certain skills will encounter resistance.
Murphy found that the scattershot approach to training and developing one's staff was not successful, perhaps because the staff could not internalize the training by discussing it. Additionally, applying a partic
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