Discusses the importance to the teacher evaluation process of classroom observation by the principal, teacher participation, and the establishment of mutual trust between teacher and administrator. (PGD)

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)

Presents a team-management bargaining model, which gives school principals a more central role. The five steps in the model include contract item analysis, negotiating team membership, contract administration, strike management, and poststrike administration. (Author/WD)

Argues that administrators should continually assess the attitudes of teachers and parents and presents a questionnaire specifically designed for this purpose. (Author/WD)

Offers ideas for minimizing problems connected with school newspapers. Includes a listing of the newspaper's functions; the responsibilities of the principal, the adviser, and the student staff; and general recommendations. (WD)

To defend the value of the educational program against outside disapproval and diminishing support, administrators need to be trained in systematic evaluation research. (WD)

By building in due process procedures and substantive review, a school system provides the opportunity for the teacher, the supervisor, and the administrator to work together to improve the instructional environment. (Author/IRT)

Describes (with sample questions) interviewing techniques, format, and follow-up for selecting qualified teachers. (LD)

This interview with the retiring executive director of the National Association of Secondary School Principals, Owen Kiernan, explores his views on a variety of education-related topics including principals and leadership, the voucher system, competency testing, teacher training, and general philosophies of education. (LD)

Author's counsel is directed at the associate principal who would like to expand his administrative role. It offers food for thought, however, to all members of the administrative team. (Editor/RK)

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

Uses ten-student focus group from Saskatchewan high school to examine student attitudes toward leadership involvement and decision making opportunities related to academics, building school climate, and cocurricular activities. Discusses student leadership issues involving relationships with staff members and social, school, and community…

As instructional leaders, principals can ensure that international education is a strong curriculum component by keeping current on world affairs, involving staff members in curriculum development, and surveying all the international resources in the surrounding community. (MLH)

Recounts a year in the life of a new principal. The author discovered the primary elements of survival in the fishbowl to be establishing positive school-community relations, developing patience, maintaining a global perspective on the organization's activities, and acquiring resiliency in response to the continual ebb and flow of people, ideas,…

The well-informed principal should understand the parameters involved in developing and maintaining an effective school guidance program. Principals must learn about information sources, professional counseling organizations, and effective program characteristics; keep current on legislation, litigation, and regulation developments; work…