Provides a model for developing global awareness activities in a secondary school. (Author/IRT)

Describes the tenets of proper preparation for collective bargaining with teachers and emphasizes the principal's role in the procedure. (Author/IRT)

Students can write well but they must proceed step by step. Instruction must lead to mastery of each step and knowledge must be made to accumulate until students can juggle rules and standards as they write. (Author)

Spelling and grammar are necessary but practice at writing is essential if students are to learn to write. (IRT)

The perceived obstacles to the effective teaching of composition skills are inadequate teacher preparation; lack of support from teachers in other disciplines; indifference from administrators in charge; large class size; and poor student preparation in grammar, sentence sense, and reading. (Author)

Includes descriptions of 16 of the participating schools written by administrators of those schools. (IRT)

Counseling programs have suffered from a lack of preciseness in defining the role and function of counselors. This issue of the "Bulletin" presents programs that can help resolve this lack of precision. (Author/IRT)

Surveys the broad range of existing programs and notes the implications for administrators. (Author)

Describes the process, and the hazards, involved in conducting a needs assessment for a counseling program. (IRT)

Administrators, teachers, parents, students, and counselors themselves tend to view counselors differently. Fortunately, administrators and counselors are beginning to find specific ways to use the full potential of the counseling staff to improve services to students. (Author/IRT)

One way to use counselors more effectively is to have them work with teacher-advisors. (IRT)

Describes a successful teacher-advisor program that uses all professionals in the school building to improve the counselor-student ratio. (Author/IRT)

Describes a program in which the roles of guidance counselor and academic dean/disciplinarian have been successfully combined. (Author/IRT)

Provides an overview of a team approach to pupil personnel services that allows the counselor to function as a generalist in guidance and counseling. (Author/IRT)

Peer counseling cannot take the place of a valid guidance program within a school. It can, however, augment an ongoing guidance effort by providing appropriate experiences for students and thus freeing trained guidance personnel for more specialized work. (Author)