Teaching can no longer be defined as going into the classroom, shutting the door, and doing an exemplary job. Teachers--especially teachers of English--can and should have an influence upon the curriculum by assuming responsibility for purposes, programs, and progress made. (Author/TE)

Having worked for several years with three Wisconsin school districts, the author describes the metaplan that emerged for developing districtwide improvement plans. He presents a completed plan to clarify the process. The participating school districts welcome inquiries. (Author/TE)

Middle schools are here to stay. The overriding purpose of middle-level education continues to be that of providing programs based on the unique characteristics, needs, and interests of middle-level students. (Author/TE)

Child abuse is an issue of growing public concern. Seven questions and answers are presented pertaining to the legal risks and responsibilities of school personnel in reporting cases of child abuse. (TE)

Faculty growth contracts are a viable way to define faculty ideas, chart the direction of professional growth, and assess teacher performance. Each contract includes a statement of yearly goals, means for accomplishing those goals, and a budget request. Guidelines are provided for implementing a faculty growth contract program. (TE)

A six-week remedial summer school program for potential dropouts in a Wisconsin high school is described. The key factor was an attendance clause that limited students to three absences lest they be withdrawn from the program. (TE)

To overcome the fragmentation of secondary school curricula, the authors argue for a core curriculum of cluster courses, allowing students to acquire required skills and pattern their options. They suggest clusters in languages, business, histroy, art, home economics, and industrial education, alternating through four years of the curriculum. (JW)

Takes a systems approach to designing classroom instruction, providing models for program and course syllabuses, as well as for instructional units. Included are checklists for designing the three levels of instruction: the program, the course, and the instructional unit. (JW)

Divides curriculum development into 10 steps to aid administrators at the local level in planning for whole systems or for single courses. (JW)

Toward providing administrators more convenient classroom observation techniques, this article describes how to use the Flanders' Interaction Analysis System (which encodes classroom verbal behavior) with microcomputers and videotaping. (JW)

After noting classroom techniques that made a difference in student learning, the authors focus on reducing the distractions of a school environment and providing principals a classroom observation instrument. They suggest a student observation form to be used by principals, analyzing six student behavior categories. (JW)

Provides a model for a collegial support system--an alternative to administrator-conducted supervision of teachers--that allows administrators to move from a directive to a supportive role with teachers. (JW)

Telematics (the world's rapidly expanding technological capability) will be of increasing importance to education. As seen in technologies now available, schools at all levels must learn to integrate technological development into a student's education, work, and community environment. (JW)

Provides a general description of the aims of the Scholastic Aptitude Test (SAT) and focuses on the reasons for the recent declines in verbal and math scores. Also notes the best sorts of preparation--both general academic and specific preparation--for achieving high SAT scores. (JW)

This article describes 12 major components--grouped into philosophical, organizational, and operational categories--that should be included in planning and initiating an effective school discipline system. (Author/JW)