Public and official support is currently directed at education, making this the time to respond to the call to action. This article makes some suggestions to help the school administrator address the challenges of educational reform. (DCS)

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)

Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)

A supervisory model identifying profile, action, response, and analysis as sequential steps is outlined. Principal and teacher develop a profile of skills the teacher wants to improve and an action plan for realizing the profile. Students and principal provide feedback, and teacher and principal evaluate growth. (MJL)

Before engaging in supervisory conferences with teachers following lesson observations, administrators should plan strategically by considering the psychological context of the conference and by reviewing carefully the data on the teacher's performance. (PGD)

Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)

Identifies three styles of supervision as directive, collaborative, and nondirective; offers an inventory to help supervisors identify their styles; and suggests books, courses, and workshops appropriate to each style. (JM)

The supervisory challenge of the decade will be preventing teacher burnout. Suggestions are offered that administrators can use as part of the supervisory process to stimulate teachers to embark on a program of personal growth. (Author/MLF)

Assistant principals are important people, reminds this principal, who asks his colleagues to probe how they use their assistants. He follows with several suggestions about how to improve the situation. (Author/TE)

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

Today is an opportune time for school administrators to exercise leadership in curriculum development for school achievement. Effective schools research has found a school's culture and its strategies and tactics to be foundational to an excellent school. These are explored in this article. (DCS)