Offers nine questions to enable camp directors to assess personal level of individual, interpersonal, and/or institutional burnout. Provides suggestions to overcome burnout: understand self and take corrective action; realize tribulations, pressures, and responsibilities are inherent in camp administration; be positive; be innovative; and maintain…

Administrators should address such planning considerations as preexisting conditions, staff inservice, and preparation of regular students to ensure successful integration of disabled students. (Author/CL)

Examines a faculty development program that is based on management by objectives. (Includes forms or outlines for making recommendations for reappointment, promotion, or tenure; a development plan for the academic year; and a faculty performance review and development report.) (PD)

Presents 12 managerial maxims to help the harried administrator balance institutional demands and human needs. The administrator should focus on the product (educating children), understand the limitations of meetings, and recognize the importance of vision, risk-taking, planning, motivation, image and personal appearance, competence, innovation,…

How one principal used the six-step problem-solving process--research, rank, plan, implement, evaluate, and publicize--to improve the faculty morale, student spirit, and discipline of a high school previously wracked with racial problems, violence, and community distrust. (MLF)

In addition to being a good manager with a vision of the future, the department chair must be able to solve departmental problems without the dean's help; provide concise, accurate data to support all requests and recommendations; and create an intellectual atmosphere in which teaching and scholarship can thrive. (PD)

Examines a dean's power in the following areas: rule-making, budgets, requests, leadership, discretionary funding, scheduling, staffing, curriculum development, and coordinating resources. (PD)

School executives can use a technique borrowed from business, "Strategic Planning," to introduce change and improvements into schools. (MLF)

Administrators can help teachers follow six steps to gain the skills and confidence to use computers in the classroom: (1) familiarization with microcomputers, (2) understanding classroom computer applications, (3) acquiring parent and community support, (4) finding appropriate software, (5) introducing computers to students, and (6) evaluating…

Pitfalls presented in this guide to introducing microcomputers into school curricula include treating the change as magic, rushing to gain publicity, and changing by administrative fiat. Steps outlined to avoid such pitfalls include developing board policy and administrative procedures, acting on committee recommendations, and establishing a…

A former college president, chancellor, and baseball executive shares insights on the role of the university leader. This book outlines the skills a university administrator needs to survive and prosper. The chapters are: (1) "U.S. Colleges and Universities Today: Simply the Best"; (2) "Students Not Fooled"; (3) "The Faculty Remains"; (4)…

A public school district superintendent presents recommendations for success: use the initial interview to establish partnership with the school board, learn everything about the district, streamline and generate communications, appreciate and provide clear expectations for staff, have clear direction and goals, understand that democratic…

Principals are offered suggestions for building a positive reputation among students and parents, including eating lunch and participating in sports with students, developing activities to reward successes, being visible, involving students in helping at school, encouraging student visits for positive reasons, learning their names, and getting…

Beginning on the front cover, this article advises superintendents how to identify and gain access to the community power structure in order to achieve the community's educational goals. Five basic ways that schools may react to power are identified. (MLF)

Perceptions of school-community relations by 104 building principals (from a sample of 177 in selected Illinois school districts) reveal ambiguity in support for and direction of school-community relations by school districts, policies and procedures manuals, written guidelines, and budgetary provisions. (Author/MLF)