NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Making the Most of Professional Conferences.
VanZandt, C. E.; Anderson, Patricia J. – Principal, 1993
Advises first-time conference attendees to be adventuresome about meeting new people, consider shared transportation and accommodations to save money, take along appropriate clothes, choose sessions offering new skills and information, get invitations to parties, provide positive feedback about programs, and plan postconference activities with…
Descriptors: Conferences, Costs, Elementary Secondary Education, Feedback
After-School Programs: Everybody's Doing It!
Lauer, Rhonda H. – Principal, 2003
The head of a firm that specializes in developing, operating, and evaluating after-school programs for schools and districts provides a useful guide to their planning, staffing, and sustainability. (Author)
Descriptors: Administrator Guides, Administrator Role, After School Programs, Elementary Education
Implementing a Balanced Inclusion Program.
Evans, Mary; And Others – Principal, 1996
Inclusion-oriented schools should define their philosophy, form a committee, develop a written plan, provide early staff development, review children's individual needs, develop program modifications, and prepare parents and students. During the second year, schools should implement a pilot program, provide ongoing staff development, and evaluate…
Descriptors: Committees, Elementary Education, Inclusive Schools, Pilot Projects
A Yardstick for Special Education.
Hilton, Alan; And Others – Principal, 1984
Lists and discusses 12 components of special education programs that principals and special education teachers can incorporate in new programs, can review in existing programs, and can use as a basis for developing goals for teacher evaluations. (PGD)
Descriptors: Administrator Role, Educational Objectives, Elementary Education, Program Development
Implementing Whole Language Programs.
Smith, Joe M.; Teepe, Heidi, R. – Principal, 1996
Principals can successfully implement whole language reading programs if they educate staff and parents; engage in effective, inclusive long-range planning; encourage sharing among teachers; incorporate flexibility and experimentation in program development; and create an appropriate program evaluation system. Staff involvement is the key to…
Descriptors: Curriculum Development, Elementary Education, Guidelines, Planning
Is Your Gifted and Talented Program Doing the Job?
Freeman, Lucille M.; Sears, Nedra – Principal, 1986
Describes 10 warning signals of potential or actual problems within a school's talented and gifted education program. Eight references are appended. (IW)
Descriptors: Educational Assessment, Educational Quality, Elementary Secondary Education, Enrichment Activities
Eight Keys to a Successful Expanded-Day Program.
Owens, Dan; Vallercamp, Nancy – Principal, 2003
The principal and vice-principal of a California elementary school describe the eight critical elements that helped them develop a model expanded-day program at their school: identifying needs; sharing a vision; fostering staff ownership; investing in staff development; creating partnerships; linking learning to state standards; measuring and…
Descriptors: After School Programs, Community Involvement, Elementary Education, Extended School Day
Expanding the Curriculum with Distance Learning.
Ravaglia, Raymond; Sommer, Richard – Principal, 1999
Distance-learning programs should augment, not replace, the existing classroom. They should expand the elementary curriculum and fill gaps in traditional course offerings. Examples include advanced courses for gifted students, eliminated arts and foreign languages courses, and instruction for homebound students. Program evaluation criteria and…
Descriptors: Art Education, Computer Uses in Education, Curriculum Development, Distance Education