Weick's theory of sensemaking is used to analyze findings from a qualitative study of the implementation of a district-initiated adolescent intervention literacy course in two urban secondary schools. The authors concluded that implementation of the literacy course was hampered because district administrators, building leaders, teachers, and…

Although the need for teacher induction programs is well established, the equally important task of supporting new administrators has been largely ignored. This article discusses a three-pronged induction model with large-group, small-group, and mentoring components designed to communicate district expectations to new administrators. Includes…

The title coordinator today is preferred to director, the authors explain, because the principal is truly the director of the educational program that the community school embraces. They urge that this person be a member of the principal's administrative team. (Editor)

The effective administrator is one who has developed and implemented a personalized administrative theory. (Author)

As administrators grow in their understanding of the complexities of school management, they will increase their abilities to take into account the contingent relationship between task, organization, and people. (Author)

The question of whether teacher evaluation should involve teaching peers is discussed in relation to the concept of "zones of acceptance." The author suggests that teachers should be involved in evaluation when the issues being evaluated fall within their scope as teachers. (MD)

Provides guidelines for ensuring teacher involvement in and satisfaction with inservice programs, using consultants in inservice programs, and involving administrators in inservice programs. (PGD)

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

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)

A positive school climate, good school discipline, effective teaching, and good community relations can all be furthered with the development of adequate communication among administrators, teachers, parents, and students, but the administrators must accept a leadership role in the process. (PGD)

Describes the most frequent stress producers identified by school administrators. Suggests four areas that warrant further training and improvement--time management, interpersonal relations, community relations, and coping with rules and regulations. (Author/WD)