Principals should allow teacher input into decision making in appropriate areas and be clear about exactly which areas these are. (JM)

An aware administrator can help marching bands deemphasize time-comsuming marching contests and sports activities and emphasize true music education. (JM)

The principal must analyze curriculum content and instructional methods and correlate these with instructional objectives and outcomes. (JM)

Describes the qualities of a good disciplinary policy. (JM)

Based on the view that athletics are a valuable part of the school program, this article suggests where budget cuts in the athletic program might be made. (Author/JM)

Suggests techniques for planning and administering gifted programs, identifying gifted students, and gaining program acceptance. (JM)

In this plan, teachers clearly inform students in writing at the beginning of the year of their expectations regarding student attendance, lateness, and coursework. (JM)

Counselors and administrators need to collaboratively build a guidance program. This article offers a model of a people-oriented guidance program that requires the principal's active participation in challenging old assumptions and exploring new roles to bring about change. A checklist for establishing an effective program is provided. (Author/WD)

In the current economy, available resources for staffing of counselor positions are unlikely to expand in real dollars. Educators and their clients who feel that counseling services should be expanded need to express their opinions in the public forum where allocations are decided. (Author/WD)

In response to criticisms of the guidance profession, the American School Counselor Association sponsored a project to identify exemplary guidance programs throughout the United States. The project yielded a set of standards and distinguished the characteristics and functions of effective counselors. (Author/WD)

Suggests that individual students' learning styles should determine counseling techniques and strategies used and recommends use of the Learning Style Inventory for this purpose. Tables present learning style compatibility with selected counseling objectives, interventions, and programmed materials related to learning styles. (WD)

Offers guidelines for making counseling programs accountable and the reporting of counseling activities relatively easy. Counselors must show that their work does make a positive difference in the lives of students. (Author/WD)

Four specific areas of activity are necessary for school guidance leadership: program development, communications, organization and coordination, and supervision and evaluation. These areas are discussed and a sample job description for the guidance director is presented. (Author/WD)

A combined discipline counseling approach treats both symptoms and causes of discipline problems, while also providing accountability for behavior. Over the five-year period that this approach has been in operation at the Bridge Street Junior High in Wheeling (West Virginia), the number of repeat offenders has declined. (WD)

Principals and counselors can work together to prevent stress and burnout in teachers, resulting in a healthier school climate. This article suggests five objectives that can provide a basis for program building. (Author/WD)