ABSTRACT
The third part outlines a number of current trends identified internationally in school leader training and development. Although some are mere changes in emphasis for the time being in terms of tendencies, others already have the character of paradigm shifts. Then, although evaluating statements concerning the effectiveness of the programs cannot be made, preliminary assessments are accomplished against the background of the aspects discussed in the previous chapters. Examples for best and promising practice are cited and the necessity of a multi-stage adjustment of aims in school leader development is emphasised. Additionally, 18 recommendations for designing and conducting development programs for school leaders are deduced. Finally, research desiderata are formulated as a general outlook.
