This article offers description and interpretation for understanding the exercise of leadership in teacher collaboration. Data gathered in two urban high schools through observations and interviews were coded and categorized following Miles and Huberman's modified analytic induction technique. The analysis contributes to emerging theory on…

Given the challenges of a culturally and linguistically diverse student body, one exemplary high school has developed supportive schooling practices that provide academic rigor and access for all students while embracing their linguistic and cultural identities. This ethnographic study documents how this school contributed to the college…

Principals of all 14,107 middle-level schools in the U.S. were invited to participate in the year 2000 online survey. More than 1,400 responded. Responses are compared with previous studies conducted in 1965; 1980, and 1992. Discusses the implications and recommendations for recruiting, initial training, and continuing professional development of…

Reports on a collaborative project on school violence and safety conducted for a partnership that serves 13 school districts in two New York counties. Focus groups collected information on the schools from school stakeholders. Recommendations for more effective channels of communication with the entire educational community are included. Provides…

The Roanoke Valley Governor's School (RVGS) in Virginia designed special spaces for mathematics, drawing directly from current national standards for secondary school mathematics. Tables show how recommendations for facility design were derived from the curriculum-focused standards and guidelines. A summary of the major design features and…

Discusses implications of the 1997 Individuals with Disabilities Education Act Amendments for local policy and practice. Secondary principals should understand new requirements for locating and evaluating eligible students with disabilities, including disabled students in state and districtwide assessment programs, involving regular teachers in…

To acquaint school administrators with their legal responsibilities toward special-needs students, this article explores several common misconceptions. In actuality, disabled students would languish without special-education services; federal laws are not overly complicated; legal ignorance is no excuse for delegating responsibility; students with…

Proposes guidelines for principals attempting to evaluate teachers' grading policies. Principals should understand teachers' perspectives, ask for copies of their grading policies, be wary of traits (like "effort") not measuring achievement, consider grading information quality, think about homework's role, expect teachers to use numbers and…

The ability to listen attentively and critically is crucial. Describes two techniques for improving listening skills. (Editor/RK)

What should a student activities program be? What should it provide? Who should be responsible for its organization and smooth operation? Answers these questions in a discussion of this important part of every school's total program. (Editor/RK)

The demand for community involvement in the educational process can be satisfied, and the administrator may find a valuable source of support in the process if the authors' 12 suggestions are followed. (Editor/RK)

Author's counsel is directed at the associate principal who would like to expand his administrative role. It offers food for thought, however, to all members of the administrative team. (Editor/RK)

Believes that classroom observation is, and will continue to be, the cornerstone of teacher evaluation. Offers nine suggestions intended to help administrators ensure that their observations are fair and representative. (Editor/RK)

Secondary school administrators are increasingly being charged with the responsibility for effectively evaluating their personnel, educational programs, and services. The evaluation conference, if carefully planned and effectively conducted, can be of great benefit to the staff, the school, and the students. (Editor)

Argues that the secondary principal's most important duty is helping his teachers to respond to student needs, and presents six guidelines for principals to follow in helping teachers. (JG)