Takes a tongue-in-cheek look at the authority of the school administrator--which, says the author, "could be compared to that of a frog in charge of an alligator pond".

The series of statements here concern the administrator's role in improving instruction. Each of them is stated as a proposition that can be argued endlessly; the author is prepared to do exactly that, he says, but not in this article. (Editor)

Offers 10 steps to follow in becoming a successful principal that are especially aimed at those new to their positions. (WD)

Offers guidelines for secondary school administrators who need to evaluate reading instruction or to choose among alternative reading programs. (Author/WD)

Maintains that getting tougher with disruptive youth does not get at the causes of their problems. Urqes administrators to develop alternative programs as the most effective and humane approach to these students. (Author/JM)

Outlines basic management principles intended to aid secondary school principals in dealing with school discipline problems. (JG)

To influence lasting change in schools, principals must study general research findings, understand people's reactions to change and the limitations of effective schools research, examine sources of change, work to develop an effective leadership style, analyze structures affecting change, use outside facilitators, review and select planning…

Certain characteristics qualify individuals to serve as mentor principals, including experience as practicing school administrators, demonstration of positive leadership qualities, ability to question beginning administrators appropriately, acceptance of alternative management methods, desire to promote exceptional performance, ability to model…

The principal must be the guiding force in a good school publications program. He must take the initiative by finding the right adviser, instituting guidelines for responsible policy, and allowing students enough freedom so that learning can occur. (Editor)

Citing the need for revision of the assistant principal's role, the author outlines various programs designed to provide alternatives to the old techniques of disciplining problem students. (Editor)

Provides guidelines for ensuring teacher involvement in and satisfaction with inservice programs, using consultants in inservice programs, and involving administrators in inservice programs. (PGD)

Offers cost-saving suggestions for school management regarding staff, equipment and machinery, materials, and vandalism and theft prevention. (WD)

Attempts to make sense of a rather confused picture of the varied factors, agencies, and influences concerned with and affecting policy regarding arts education. Presents highlights of a proposal by the Assembly of National Arts Education Associations concerning the federal government's role in arts education. (Author/JM)

Recent research suggests that principals can improve the content and delivery of staff development programs by selecting practical topics, involving teachers in topic selection and presentation, keeping teachers' experience levels in mind, emphasizing ongoing staff development processes, avoiding lecture-based programs, and encouraging personal…