To apply the participative model successfully, school administrators and supervisors must adopt a new management and supervisory style; teachers must be convinced of administrative commitment; and the principal must wholeheartedly support the program. This article describes a New York City high school's creation of a collaborative supervision…

To survive the difficult transition to site-based management, principals must look and feel sharp, learn the language of effective teaching and learning, be visible, train teachers in decision making and consensus building, promote a school vision, be truthful, make heroes and heroines of others, have high expectations, evaluate performance, and…

To implement school-based management successfully, the decision makers must reach consensus about degrees and levels of school and school district control of allocating human, financial, curricular, instructional, equipment, and school plant resources. This article sketches three different decision-making scenarios related to hiring teachers and…

Uses the Job Characteristics Model and Job Diagnostic Survey instrument to study the effects of 73 San Diego teachers' motivation and satisfaction on participatory management. Teachers are generally dissatisfied by the absence of feedback, autonomy, and task-related interaction. Participatory management opportunities must be differentiated…

To avoid bad decisions, principals must be willing to invest time, energy, and resources and prepare the problem-solving team for the frustrations involved in tackling tough problems. Simple probing techniques such as "creating (or intensifying) the problem,""the Five Whys""I wish" statements, the nominal Group Technique, and multivoting can aid…

To promote academic excellence and active teacher involvement, secondary school principals must advocate the "all students can learn" philosophy, focus on supervising instruction through classroom observation, understand and apply conferencing and coaching techniques to instructional improvement, and encourage decisions fostering greater…

Information is a commodity; those who are most successful can efficiently access it, critically evaluate and interpret it, and effectively and ethically apply it. Through collaboration, teachers and media specialists show students the connections between learning processes and how to apply them to problem solving or decision making. (MLH)

Offers insights and themes observed in six restructuring schools studied in 1991-92. Results show that principals' importance varies, sharing of power is fragile, leadership and power are often dispersed, changes in decision-making structures sometimes improve instruction, and power redistribution and shared purpose can foster either increased…

Basic recommendations for the principal attempting to establish productive community relationships. (Author/MLF)

Assistant principals spend little time on tasks with major responsibility that provide training for the principalship. Reviews findings from a study of assistant principals in Medicine Hat, Canada. Outlines nine recommendations resulting from the study that would help assistant principal positions provide training for principal positions. Includes…

Effective school counselors must meet the challenges of predicting and planning for alternative futures. A futures perspective rests on a framework composed of five elements: guiding images, alternative choices, holistic thinking, extended time frame, and purposeful action. (MD)

Raising professional standards and improving teacher preparation programs will have little effect unless teaching becomes a more attractive career. Local administrators should involve faculty members effectively and satisfactorily in the decision-making and management process so that teachers don't need to enlist collective bargaining to force…

Guidelines for avoiding negative side effects of committee work include reasons for forming or not forming a committee, advantages and disadvantages of committees, and questions to help establish a committee in which members understand their role, task, and relationship to the administrator. (MJL)

The authors suggests that educational change, like all societal change, takes place as a result of policies interacting with the environment. He explains why some environments are more receptive to change than others. (Editor)

The principal should test the limits of his school system's diversity by taking a variety of desirable actions without first consulting his superiors, according to the author. He advocates positive action on the part of principals rather than reaction to external stimuli. (Editor)