Administrators at the Engelwood (Colorado) Schools have found that effective instructional leadership training for principals requires coordination of various practical and theoretical elements, including integrating district philosophy, building a knowledge base, and other factors. A supervision training structure is presented. (MLH)

Performance standards help define more clearly the behaviors necessary for evaluated persons to perform their jobs successfully. This article discusses how performance standards differ from criteria; outlines formats; and presents a behaviorally anchored rating scale. (MLH)

Since beginning principals have increasingly complex responsibilities, collegial support for these administrators should be encouraged through "buddy" systems, principal centers, and structured inservice activities designed to promote interaction with district colleagues. Includes 14 references. (MLH)

The teacher selection process can be more effective if administrators determine what kind of teacher they want, whether the current selection process helps find the best teachers, and whether teachers have a voice in the process. Includes nine references. (MLH)

A great deal of ambiguity is associated with a moral view of leadership. The idea that educational leaders possess scientific-technical expertise and can scientifically mold the educational process must be abandoned. The true leader encourages open dialogue and recognizes unquantifiable standards. Includes 10 references. (MLH)

This case study provides a practical view of the instructional leader's role in effecting change. Encompassing a principal's first three years in a suburban school district, the article shows how an enervated, dispirited middle school was reenergized and discusses replication possibilities. Includes eight references. (MLH)

Recommends effective leadership strategies that principals can use in informal day-to-day activities to complement formal program efforts. To succeed, three commitments are necessary: establishing instructional leadership as a priority, identifying appropriate daily activities, and patiently and persistently progressing toward stated objectives.…

Reviews several recent studies of both elementary and secondary principals' roles to explore what principals do to affect learning in their schools. Discusses the relevance of preparation programs and certification requirements. Includes eight referencss. (MLH)

To become true educational leaders, principals must realize that administrators' only legitimate goal is to make schools work by helping students learn and that administrators accomplish goals through the efforts of others at the organization's delivery point (teachers). Ideas that enhance the teacher-student relationship are worth pursuing.…

As instructional leader, the principal sets the tone for quality classroom instruction. Through designing effective observation instruments, conducting planning conferences, recording objective classroom observations, and providing constructive feedback, the principal can ensure that this goal is met. Includes one reference. (MLH)

Principals' major challenge is to manage a productive work culture creating more ideal conditions for learning. This article reviews some common cultural dimension themes found in current best sellers on management, including symbol systems, group sharing and networking, reward and recognition systems, and empowerment and entrepreneurial…

Offers some easy-to-implement suggestions for community relations programs, including parent conferences, senior citizen days, work experience programs, performing groups, luncheons with civic organizations, displays of student works, and bulletin board message centers. Communication continues to be the best source of positive reinforcement. (MLH)

This study concludes that a 1985 Illinois instructional leadership mandate does not provide enough incentive or necessary resources for school principals to change their behavior to comply with the legislation. Also, school realities make job changes difficult for principals desiring to adopt new behaviors. (MLH)

The central purpose of 19th century American education was to articulate a uniquely "American" perspective accessible to a predominantly immigrant population. A new generation may already lack access to the rich literary heritage posssessed by educated persons in the past. Schools can reestablish cultural literacy by stressing the liberal arts and…

Mainstreaming has always generated problems for teachers and students. The John Witherspoon School (Princeton, New Jersey) developed a self-contained model with more students in fifth- and sixth-grade science and social studies classes and a modified mainstreaming approach (with support services) for seventh and eighth graders previously in…