In comparing the effectiveness of accountability and growth-oriented systems of teacher evaluation, growth-oriented systems, which facilitate the flow of performance information back to the teacher, are more likely to have a positive effect on teaching quality. (3 references) (CJH)

Teachers can increase students' learning time by following specific instructional methods that maintain interest and develop the experience of success. Selection of realistic learning goals is essential. (CJH)

Options are available to teachers for classroom intervention under a model of five authority levels. By selecting the least assertive coping skill necessary for each situation, the teacher can bring the disruptive student back into the mainstream of learning. (6 references) (CJH)

Support teams for teachers can be an effective mechanism for professional development and problem-solving in the classroom. Principals must coordinate team efforts as teachers make major decisions. (CJH)

Court-ordered desegregation of a midwestern junior high school was quickly achieved because of staff commitment to the plan, which included a uniform discipline code and staff resolution of ongoing problems. (CJH)

If administrators want to succeed as decision-makers and provide leadership based on consensus, they must include certain realizations in their political philosophies and strategies. Works on organizational power provide suggestions. (4 references) (CJH)

Teacher effectiveness, and the quality of education, will improve if simple solutions to such common problems as classroom discipline and "teacher burnout" are seriously implemented. (2 references) (CJH)

Teachers can successfully build the underachiever's self-concept and motivation by following an organized instructional procedure currently in use. (CJH)

Teacher education has become a scapegoat for the problems of public education. One of the views that must be overcome is that inadequate preparation can be improved by eliminating the preparatory experience altogether. Greater fiscal support is also necessary for quality preparatory programs. (8 references) (CJH)

The judicial trend is against according broad First Amendment protection for teacher grievants. Administrators who do not support legitimate labor activity, however, may experience teacher retaliation. (CJH)

A principal of a Texas junior high school theorizes about the role of principal as instructional leader. He offers suggestions for developing instructional leadership in the areas of organizational goals and objectives, personnel, staff evaluation, and curriculum planning. Includes a reference list. (MD)

An essential ingredient of good school administrators is understanding the differences among people. Provides a simplified outline of Carl Jung's typology of personality differences to provide administrators a better understanding of staff behavior. (MD)

Outlines leadership capabilities that effective principals can exert to improve the teaching of higher level thinking skills to students. An important initial step is to make the development of student thinking skills a building priority at the school. (MD)

Discusses the positive and negative capabilities of individuals within organizational structures who are characterized as "wheelerdealers." Organizational attitude toward these individuals affects how well they function. Schools need these types of individuals as they often are the risk takers and creative individuals who can be central in efforts…

Outlines some of the findings from a recent study in an urban high school exploring the principal's role in school leadership. Among 11 instructional categories, only three were clearly indentified as the principal's responsibility. This preliminary finding shows that the principal is not considered the only leadership figure in the administration…