Sixty-eight percent of people who are approaching retirement age report that they intend to work full time or part time after retirement, mostly because they want to. With today's life span stretching to 80 years and beyond, turning 60 is no longer an end-stage event. Instead, it is the beginning of a new developmental phase. This article…

Since hobbies and recreational activities don't generate the intellectual satisfaction and adrenaline flow of a successful and challenging career, principals need to develop new midlife careers to replace some of the emotional supports that slip away after retirement. This article offers helpful advice on avoiding retirement pitfalls and pursuing…

Documents nationwide shortage of school principals, offers some reasons for the shortage, and suggests solutions based on district in-house development of women and minorities teachers for the principalship and the retention of veteran principals. (PKP)

A retired elementary principal who was actively tied to her community for decades explains how to put a positive spin on retirement. New retirees should treasure their gifts and talents, develop new ones, take advantage of travel opportunities, mentor a new principal, and/or go back to college. (MLH)

Principals who have few outside interests or who fail to plan for extended leisure time are at a loss following retirement. An effective retirement plan should identify ways to replace goals met by work, list steps to reach these goals, develop a reasonable timetable, list possible obstacles, and include alternative strategies. (MLH)

Reviews the concerns of the increasing number of teachers who are over 50: retirement decisions, retrospective career assessment, and societal and value changes. (JM)

Principals need to be alert to the needs of older teachers. They should offer support, preretirement education programs, or time off for teacher reflection and self-renewal. This alleviates preretirement worries, improving the transition period from work to retirement. (MD)