Explains how administrators can help teachers incorporate reading skills into the content areas and outlines a five-step procedure. (Author/JM)

Everyone has different expectations of the principal, but there are successful techniques for principals to identify, clarify, and cope with them. (JM)

After principals had a chance to learn how their teachers perceived their leadership behavior, a workshop helped the principals to become more effective. (JM)

Identifies three styles of supervision as directive, collaborative, and nondirective; offers an inventory to help supervisors identify their styles; and suggests books, courses, and workshops appropriate to each style. (JM)

Specifically explains procedures and techniques necessary to be in compliance with the Individualized Educational Program of the Handicapped Children's Act. Also describes principal's role in mainstreaming handicapped students. (LD)

Isolates three educational theories that undergird much of teaching and administrative practice and describes their application to administration and how they lead to rather distinct administrative styles. (Author/MLF)

Discusses how increasing teacher militancy is altering school district decision-making and changing the role of superintendents and principals. (JG)

Demonstrates how principals can connect technological approaches with educational needs by examining four case examples of candidates in Indiana University of Pennsylvania's Performance-Based Principal's Program. Candidates developed a K-12 Internet project, forwarded ERIC research information to teachers via e-mail, introduced computers to…

Argues that because there is no overall teacher shortage, but rather specific subject area shortages and adverse selection and allocation problems, the No Child Left Behind Act's requirements that all teachers be "highly qualified" is important and attainable. To improve teacher quality, teacher certification should be modernized and…

The principal's office is frequently a collection point for problems and demands. Secondary school principals often average 1,000 interactions daily. Principals can manage stress by declining to solve every problem, delegating responsibility, reexamining their supervisory role, developing networks of trusted friends, and engaging in…

Today's principal still faces many of the control issues of the 1960s and 1970s, due to subtance abuse, child abuse, gang violence, dropouts, and other problems. Emerging technology is making curriculum obsolete. The principal can emerge as a community hero by involving parents and community leaders in creating an instructional improvement plan.…

Parents' involvement in their children's education is imperative to the students' success. This article outlines a variety of ways in which school administrators can enhance the role of parents: good home-school communication, parents as teachers, parents as supporters of activities, parents as learners, and parents as advocates. (Author/TE)

The middle-level counselor's role is to work with teachers and administrators to build a program based on young adolescents' unique characteristics, the interrelationship of school and home life, and the importance of peer and adult relationships. The counselor participates as an interdisciplinary team member, provides teachers with relevant…

Principals must understand their responsibilities for special education programs mandated under Public Law 94-142. Principals should become familiar with the student referral process and prereferral intervention programs. Because principals frequently conduct evaluation meetings and chair individualized education program meetings, they must know…

Survey of 91 Washington school districts found 153 teachers were placed on probation during 1984-87; of these, 40% were first-year teachers, 69% dismissed, retired, or resigned. Evaluated behaviors that proved hardest for teachers to remedy were handling of student discipline, classroom management. Deficiency in one of eight areas could lead to…