PRINCIPALS IN 106 LARGE HIGH SCHOOLS IN MICHIGAN WERE INTERVIEWED TO DETERMINE HOW THEY WOULD USE AN ASSISTANT WHO WOULD BE RESPONSIBLE FOR DEVELOPING OCCUPATIONALLY ORIENTED PROGRAMS FOR EMPLOYMENT-BOUND YOUTH. DUTIES, RESPONSIBITIES, AND RELATIONSHIPS WHICH THE ASSISTANT MIGHT BE EXPECTED TO ASSUME OR DEVELOP WERE ALSO STUDIED. THE AREAS RANKED IN ORDER OF THE PRINCIPALS' RESPONSES WERE (1) PUPIL PERSONNEL, (2) SCHOOL-COMMUNITY RELATIONS, (3) INSTRUCTIONAL PROGRAM, (4) BUSINESS FUNCTIONS, AND (5) TEACHING PERSONNEL. THE TOP THREE OF 27 ACTIVITIES LISTED AND RANKED BY PERCENTAGE OF RESPONSES FOR MAJOR RESPONSIBILITIES OF THE ASSISTANT WERE -- (1) LOCATING AND ORGANIZING INSTRUCTIONAL MATERIALS, (2) DETERMINING LOCAL OCCUPATIONAL EDUCATION NEEDS, AND (3) OPERATING A STUDENT JOB-PLACEMENT PROGRAM. IT WAS CONCLUDED THAT MOST PRINCIPALS OF LARGE HIGH SCHOOLS IN MICHIGAN WERE INTERESTED IN EXPANDING VOCATIONAL OR OCCUPATIONAL PROGRAMS, AND THEY SAW THE NEED FOR AN ASSISTANT TO GIVE HELP AND LEADERSHIP. THE ASSISTANT SHOULD BE TRAINED IN BOTH SCHOOL ADMINISTRATION AND OCCUPATIONAL EDUCATION, AND SHOULD WORK WITH THE PRINCIPAL, OTHER SCHOOL PERSONNEL, AND LOCAL CIVIC, BUSINESS, INDUSTRIAL, AND PROFESSIONAL GROUPS TO IMPROVE THE HIGH SCHOOL'S ABILITY TO PREPARE YOUNG PEOPLE FOR EMPLOYMENT. (PS)