School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations…

Although the need for teacher induction programs is well established, the equally important task of supporting new administrators has been largely ignored. This article discusses a three-pronged induction model with large-group, small-group, and mentoring components designed to communicate district expectations to new administrators. Includes…

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…

Most assistant principals aspire to the principalship. Principals play an important role in helping assistant principals attain that goal by sharing the instructional leadership role with them and working side-by-side with them in every aspect of school administration. (MLH)

Describes a successful mentoring program for beginning teachers developed at a Baptist (K-12) school with 700 students and 11 new faculty members. Program mentors were experienced, but not lead teachers. The most frequently discussed problems between mentor and protege were discipline, classroom management, and the frustration of never having…

When asked to mentor or to participate in field-based, collaborative administrator preparation programs, principals should realize that these energy-intensive approaches involve willingness to enter into a long-term relationship with a learner, tolerance for lengthy meetings, desire to share the lessons of experience, and a predilection for…