Maximum gain from teacher staff development programs can be assured through careful planning that accommodates novice and experienced teachers. Establishing clear student achievement goals linked to staff development is also important. Includes tables and references. (MD)

Discusses the negative and positive aspects of teacher autonomy in relation to curriculum development and control. Outlines a process for solving the problem that includes conducting staff development through dialog, delineating mastery curriculum, mapping ideal curriculum, and developing curriculum-based tests. Includes references and a figure.…

Outlines a teacher evaluation system that includes the use of the Low Inference Self-Assessment Measure (LISAM). Outlines the use of the elements on the LISAM instrument presented in figures 1 and 2. This evaluation procedure includes the use of audio and visual recordings of the teacher in the classroom. Includes references. (MD)

At the core of evaluating school outcome is a clear goal statement and the ability to gather important and appropriate information. This process must not be left to chance. Able school leaders develop congruent testing and feedback activity for each phase of the school year cycle. Information is then used to build a framework for school…

Focuses on three urban secondary principals who were effective in turning schools in crisis into effective schools. Identifies the barriers the principals encountered and overcame in the process. Describes how these principals' authoritarian styles ceased to be effective when the schools were no longer in crisis. Points to a need for a new type of…

Describes a homeroom advising program developed at Central Junior High School in Omaha, Nebraska. The original goal of the program was to give students a sense of belonging, but the program accomplished much more and carried over into all aspects of the school. (MD)

Describes a day in the life of an exceptional principal, Dennis Litky of Thayer Junior-Senior High School in Winchester, New Hampshire. (MD)

Describes the structured activities that have been developed at C. R. Anderson Middle School in Helena, Montana, to help adolescents develop a better sense of self-confidence. (MD)

If schools are to flourish in our changing society, members of the community need to be encouraged to support their schools. Outlines a public relations program that can be used to improve school-community relationships. (MD)

Counseling is an important program in secondary schools and should not be limited to scheduling and credit counting. A balanced program ensures services including coordination, counseling, and consultation. Included is a "Balanced Program Guide." (MD)

The St. Joseph School District (Missouri) developed a school counseling program to fit its own unique circumstances. The Gysbers model (1981) provided the structure from which the program developed its priorities. Includes a figure outlining the four components of a counseling program. (MD)

An innovative counseling program developed at Gordon High School (Atlanta, Georgia) illustrates the importance of administrators and counselors working together in partnership. (MD)

Outlines the effective counseling programs developed by the Jefferson County Schools (Colorado) that meet the needs of students and adults through a focus on the positive. (MD)

Describes a successful Minnesota program, developed to improve counselors' performance, that was adapted from a similar teacher program. Administrators and counselors share performance criteria to focus on significant counseling behaviors. Includes a list of performance evaluation criteria. (MD)

A principal/counselor partnership in a small Colorado high school uses a microcomputer to enhance their roles and effectively provide services for the school and students. They have developed a unique needs assessment process, a word processing program for senior letters of recommendation, and a database on gifted and talented programs. (MD)