Principals in urban high schools can play an important role in improving school effectiveness by adopting an educational philosophy that focuses on development of the students' sense of self-worth. (PGD)

Describes the components of a discipline record system that can improve understanding of where, when, and why problems occur and what methods prove successful for handling them. Also identifies a number of factors that affect the success of discipline conferences between administrators and the parents of misbehaving students. (PGD)

John Goodlad suggests that individual schools should be encouraged to establish their own priorities for improvement and should be supported by their districts and by networks of schools with similar concerns. He further suggests that subject area teaching should concentrate on broad concepts rather than on unlimited, discrete topics. (PGD)

Guidelines for avoiding negative side effects of committee work include reasons for forming or not forming a committee, advantages and disadvantages of committees, and questions to help establish a committee in which members understand their role, task, and relationship to the administrator. (MJL)

Ways in which teachers and principals respond to changing leadership roles and some practical steps that principals can take to support leadership are discussed in this article review. It focuses on five papers that explore educators' roles, offering advice on how to respond to changing expectations. "When is New: A Plan of Action" (A. W. Hart)…

Superintendents and school board presidents help school board members remain dedicated, hardworking, and enthusiastic by eliminating unnecessary meetings, delegating tasks to administrators, avoiding information overload, requesting members' presence only when necessary, using the "proper channels" method to reduce workload and increase…

School superintendents asked to relate the most difficult personnel problems of their careers and how they dealt with those crises agreed that sensational cases are easier to handle than those requiring delicacy and patience. Anecdotes illustrate the superintendents' problems and their solutions. (MLF)

Lists the essential criteria for justifiable dismissals of employees, the sources of evidence to support dismissals and the minimum standards for such evidence, the points by which to judge employees, and the questions certain to be asked by an arbitrator or judge. (JW)

Middle school principals should seek to alleviate the frustration of teachers, make efforts to help parents understand preadolescents' development, assist students in their total development, and work at developing a supportive educational climate. (MLF)

The school can help abused and neglected children by establishing policies, training staff, and ensuring administrator commitment. (Author)

An experienced principal explains the importance of quickly establishing a favorable climate for interpersonal relationships and how that might best be done. (JM)

Higher education administrators planning for retrenchment should follow these guidelines: document the financial circumstances justifying retrenchment; devise a long-range financial plan; identify how and by whom retrenchment decisions are made; and know both the interests of and procedural protections available to faculty, staff, and other…

Maintains that, contrary to popular opinion, it is possible to fire incompetent teachers, as long as administrators know how to provide both substantive and procedural due process, follow state tenure laws or continuing contract laws, follow the collective bargaining agreement, and conduct and write a fair teacher evaluation. (JM)

Offers eight steps for administrators to follow to develop cohesiveness among a school faculty and thus foster positive student attitudes toward school. The eight steps are divided among three distinct strategies: developing common goals, reexamining organizational structure, and evaluating school leadership. (Author/WD)

Offers suggestions to principals on forming a department, policy statement, and systematic plan for implementing a curriculum for vocational education. The author also discusses such necessities as an advisory committee, a safety program, placement and follow-up, and managing resource equipment. (Author/WD)