Discusses the advantages and disadvantages of, and alternatives to, the dual principalship, in which one principal runs two schools. Notes the heavy strain experienced by dual principals and the ways they ease the workload, lists qualifications for dual principals, and offers four tips to help make a dual principalship work. (RW)

The structured interview format reduces the subjectivity and inconsistency inherent in traditional employment interviews. The process is based on job duties and requirements, is administered by a committee, is consistently applied to all applicants, and is documented for future reference. (SK)

Offers guidelines on avoiding the worst personnel problems associated with reduction in force. (Author)

Suggestions are made for recruiting and training staff members for recreational summer programs. (JD)

Focuses on how library supervisors of staff with dual assignments can promote the positive aspects of this type of position and prevent employees from becoming victims of work overload and job burnout. Employee qualifications and skills, cooperation among all supervisors, and administrative support are emphasized. (EAM)

Suggests guidelines for hiring reading teachers. Identifies four qualities to look for in prospective reading teachers: knowledge base; interpersonal skills and attitudes; teaching ability; and organization and management skills. (RS)

This guide informs parents about some instructional practices that work well for all elementary school students, in particular English learners. It includes questions parents can ask teachers and principals to help them understand how their children's school approaches teaching and learning. Both English and Spanish versions of the document are…

Part of a 13-volume series designed to help Lutheran communities assess the feasibility of starting a Lutheran elementary school and to assist ongoing schools in current operation, this handbook focuses on personnel policies for Lutheran elementary schools. Its purpose is to help members of the board of education clarify their expectations of…

This document provides a standard that defines the requirements and program for the American Welding Society to certify entry-level welders. The certification of entry-level welders requires performance qualification and practical knowledge tests that require a minimum of reading, computation, and manual skills to complete. The Entry-Level Welder…

A process model to assist school district superintendents in the selection of principals is presented in this paper. Components of the process are described, which include developing an action plan, formulating an explicit job description, advertising, assessing candidates' philosophy, conducting interview analyses, evaluating response to stress,…

Designed as a procedural manual for occupational analysts, this guide explains the job analysis approach used by the United States Employment Service (USES) system. Part 1 covers methodology and applications. Five chapters define job analysis terms and discuss major principles and applications of job analysis, conducting job analysis studies,…

Designed to serve as an introduction to trusteeship in Mississippi libraries, this revised handbook re-defines the role of the trustee in library development as independent libraries are merged into larger administrative units. Sections briefly cover trustee appointment, qualifications, his/her authority and responsibilities to the community, the…

Promotes the use of basic skills testing in the certification of new teachers and the recertification of veteran teachers. Presents the belief that better teaching will result from mandated teacher testing. (MD)

All institutions of higher learning have slightly different techniques of promoting and tenuring their faculty. The author compiled this document to provide resourceful pointers to future Broadcast Journalism and Mass Communication professors in the writing and organization of their applications. This collection of materials traces one tenured…

Reauthorization of ESEA through the No Child Left Behind Act (NCLB) of 2001 included provisions for qualified paraeducators. Section 1119(g) states that all paraprofessionals who are performing instructional duties and are funded with Title I funds, including all paraprofessionals performing instructional duties in a schoolwide building, must meet…