Lists the 10 most frequently mentioned bad habits that educational supervisors find irritating in their subordinates. (MD)

To define the role of the assistant principal in Arizona, this study asked participants to list specific tasks and required competencies. The final list is reproduced here. (LD)

Illustrating the conflict surrounding teacher evaluation, two recent court cases are reviewed. The author draws three conclusions: follow rules closely in teacher termination proceedings, make sure evaluation requirements are met in incompetency terminations, and give teachers an opportunity for improvement. (MD)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

Summarizes the findings of a study to determine the competencies required for a beginning secondary school principal as perceived by experienced principals and superintendents. (Author/WD)

Presents ratings of the skills building principals feel they should possess for their role in a public relations program and of the location where the necessary skills should be acquired. Principals seem to believe that the most important skills should be learned on the job. (IRT)

Outlines results from a survey of assistant principalships in a six-state area. Presents a comprehensive listing of competencies resulting from the findings. Includes references. (MD)

Describes the basic competencies needed to be developed by assistant principals if they are to function effectively. Competencies appear under four headings: administrative relationships, teacher relationships, student relationships, and community relationships. (MD)

Presents a proposal for effective teacher supervision and evaluation that puts the responsibility for supervision on someone close to the teachers, while the responsibility for evaluation remains the principal's. Includes diagrams outlining supervision and evaluation procedures. (MD)

Describes a project to identify the causes of job satisfaction and dissatisfaction in a district's schools in an attempt to improve teacher attendance. (MD)

Identifies ten essential supervisory roles and incorporates them into a supervisory self-assessment instrument. (Author/JM)

Distinct from academic intelligence, successful intelligence is the acquisition and use of what one must know to succeed in a particular environment. People with high successful intelligence know their own strengths and weaknesses; are goal-oriented, highly motivated, and efficacious; follow through; own and assume responsibility for their own…

Five questions relating to the management of incompetent teachers are answered: (1) What is incompetence? (2) How can the administrator help the incompetent teacher? (3) How can principals prove incompetence during dismissal hearings? (4) What kinds of resources are needed? and (5) Why is managing incompetent teachers worth the effort? (PGD)