A Nebraska principal describes her experience of a two-day workshop in the assessment center at the University of Nebraska. Both the oral and written feedback helped her formulate long- and short-term goals, increased her skills in conflict resolution and stress management, and improved her classroom observation skills. (TE)

"Springfield," a simulation-based development program for those who have completed the NASSP assessment center, works well for 10 reasons: motivation, talent, self-assessment, feedback, specific goals, realistic simulation, behavior modeling, developmental mentors, on-the-job development, and a follow-up seminar. (TE)

Oregon was selected as one of four pilot states to field test the Springfield Simulation. Logistical problems are described, followed by a procedural account of the process: personnel, initial briefing, research packets, the three-day simulation, feedback from mentors, and a follow-up at the end of three months. (TE)

Presents three addresses given at a conference at the College of St. Thomas (Minnesota) by Terrel H. Bell, Scott D. Thomson, and Theodore R. Sizer on the priorities of American secondary education from a national perspective. Jean Parent, Lloyd Nielsen, and Willard McGuire respond. (WD)

All educators, legislators, and citizens must engage in self-examination to resolve some of the value conflicts in our society that contribute to today's crisis in education. Suggestions are offered to school board members, administrators, teachers, public officials, and citizens for ways they can help improve the educational system. (Author/WD)

Presents the National Education Association (NEA) president's views about education and the teaching profession, particularly successes and failures of the education reform movement. Chief concerns are securing high quality education for all children; improving teachers' leadership roles, evaluation, motivation, salaries and training; and…

School violence is more likely in schools located in high-crime areas, in large schools with large classes, in schools containing a large percentage of male students, and in schools with weak administrators. The "Practical Intelligence" curriculum enables middle-school youths who are not classically successful students to make a contribution and…

An assistant principal from Alabama describes her application of one of the skill dimensions derived from the Springfield Simulation--problem analysis--to a low-achievement problem among her fifth graders. Before she was through, she had exercised all the other skill dimensions as well: judgment, sensitivity, leadership, decisiveness, and…

Provides a model for a collegial support system--an alternative to administrator-conducted supervision of teachers--that allows administrators to move from a directive to a supportive role with teachers. (JW)

The articles, in this issue, by more than 40 authors, are divided into five parts: the first two parts provide an historical perspective of radio and television (both commercial and educational) and a basis for judging the impact of broadcasting on society; the third part concerns the teaching of broadcasting in the school and the uses of radio…

Presents three addresses given at a conference at the College of St. Thomas (Minnesota) by Vincent Reed, David Frye, and Casey Banas on the priorities of American secondary education from a local perspective. Jean Dye, Neal Nickerson, and Steve Permuth respond. (WD)

The "ideal" principal is facing a world of decentralized school structures, increasing and changing environmental boundaries and roles, less homogeneous schools, closer contact with stakeholders, and a market-driven view of education. Principals should view themselves as environmental negotiators, not merely school-system managers.…