Principals seeking to establish an effective school climate must address these questions concerning school discipline: How committed is the staff to discipline outside the classroom? Are school policies clear to students? Do teachers engaged in student supervision have positive attitudes? Is discipline consistent? Are planning and supervision…

Proposes that teacher education programs are considerably weakened by faculty unwillingness to supervise student teachers in the field. Enumerates reasons why education faculty lack enthusiasm in supervision, and suggests the importance and potential advantages to be gained by increased involvement in the supervision process. (KEH)

Provides a list of suggestions administrators might pass on to beginning teachers to help them survive the first year. Suggestions concern the following areas: (1) classroom management, (2) classroom discipline, (3) instruction, and (4) professional concerns. (FL)

This book offers the critical perspectives of 20 educators on some of the issues associated with facilitating instructional leadership, emphasizing the complex interplay between the character of schools as work settings, the orientations of principals and teachers toward their work, and the challenges of leading and improving schools at the end of…

This book is intended to enable educators to more fully implement the concept of leadership capacity in schools and districts. It begins by outlining the five major prerequisites for high leadership capacity: (1) skillful participation in the work of leadership; (2) inquiry-based use of data to inform decisions and practices; (3) broad involvement…