Ways to establish a frame of reference from which a principal may conceptualize and begin to implement Public Law 94-142. (Author/MLF)

Results of a workshop for assistant principals demonstrate that communication skills can be enhanced through active participation in a relatively short-term training program. (Author/MLF)

Discusses the pros and cons of assuming an administrative position on an acting basis. (Author/MLF)

This article lists suggestions for coping with the tensions of a teacher strike. Emphasizing the central role of the building principal, the author advocates planning for three strike stages--prestrike, the strike period, and poststrike. (Author/DS)

The school administrator needs a multifaceted perspective of his role in order to guard against administrative dysfunction in five areas: specialization, systemization, socialization, synchronization, and saturation. (Author)

To be effective instructional leaders, principals need to teach students, teachers, and parents. This article traces the retreat of principals from the classroom, identifies the advantages of their return, develops the theory of andragogy, and applies it to the principal's situation. (DCS)

Tables of general characteristics of philosophies, administrative theories, and administrative practices related to the theories are presented to help school administrators assess their own beliefs and values and move toward the consistent conceptual framework necessary for improving their administrative behavior. (MJL)

For schools that are too large to give individualized attention to student problems, the house system's team approach to problem-solving responsibility may be the answer. One house organization plan is explained in detail here. (Editor)

For school administrators, the key to avoiding a court contest over student rights is attitude change, says the author. The principal must be firm, yet sensitive to societal changes that impinge on the school. He suggests positive action in the form of developing a student rights code. (Editor)

Contends that effective teamwork on the part of school staff will result in an effective program. The principal's role as team organizer and coordinator, say the authors, is crucial. (Editor/RK)

Questions and answers presented in this article offer concrete advice not only about what options in public education should be but also what they should do. (Editor)

Problems arising in alternative programs are no more difficult to solve than problems that arise in any other educational setting. They may be different problems, but their solutions come about the same way. (GB)

Most students have the competence and the right to make significant decisions concerning their own learning if they are provided appropriate leadership, and high school principals must assume responsibility for initiating that leadership and ensuring its continuity. (Author)

With accountability came the rush to develop behavioral descriptions of learning for students and to hold the teachers accountable for results. Now we realize, the author states, that the distinctive behaviors of principals are those that affect the continuing development of teacher competencies. (Editor)

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)