Presents suggestions for administrators to follow at the local level in dealing effectively with conditions in the 1980s. Lists what we now know about schools and the situations in the present decade that will contribute to educational change. (Author/WD)

A humorous review of frequent errors in English usage is followed by suggestions for communicating with simplicity, clarity, and grace. (Author/WD)

Offers a primer in educationese for administrators who want to obscure meanings or sound pretentious and also provides some suggestions for those who do not want to abuse the English language. (Author/WD)

Offers 20 recommendations for administrators to follow in preparing for teacher evaluation conferences. (Author/WD)

Administrators cannot afford to remain ignorant of the work of neuroscientists over the last 30 years. The findings of brain research can help administrators gain a better understanding of decision making. The author lists four benefits to education that administrators can provide through greater knowledge of the brain. (WD)

Presents a team-management bargaining model, which gives school principals a more central role. The five steps in the model include contract item analysis, negotiating team membership, contract administration, strike management, and poststrike administration. (Author/WD)

Suggests an effective recruiting strategy--the nominating committee--based on the Boy Scouts of America. A nominating committee reduces recruiting fiascos, as when no one is willing to accept a position or those interested are not qualified. Offers guidelines for the committee's mode of operation. (WD)

Offers a list of nonthreatening questions to use in determining why a large number of students are doing unsatisfactory work in one teacher's class. Gives guidelines for the administrator's use of the information gained, including a chart showing how to analyze course offerings and grades. (WD)

Offers suggestions for using computers to institute an innovative, creative school schedule that allows for flexibility in the curriculum. (Author/WD)

Reports the results of a study of principals as middle managers. Concludes that middle managers should enjoy privileges commensurate with their professional stature, be held accountable for their clear responsibilities, and be evaluated according to well-understood and accepted criteria. Recommendations are offered. (Author/WD)

Leadership development programs that look only at the individuals leading the schools and that fail to help school managers restructure functions and establish support mechanisms will waste resources and change schools very little. (Author/WD)

Expresses the concerns about college admissions procedures that the National Association of Secondary School Principals' Committee on School-College Relations would like to see addressed in seven areas: college entrance requirements, college admissions tests, college recruitment, high-risk students, overrecruitment, letters of recommendation, and…

Discusses the status of college admissions and some of the forces that influenced college admissions policies during each of four three-year periods: the Sputnik Era (1957-60), the Postwar Baby Boom Era (1964-67), the "New Groups" Era (1971-74), and the Stable Enrollment Era (1978-81). (PGD)

Suggests how the secondary school can prepare the college-bound student for transition to higher education by following a four-year program. Stresses the importance of the counselor in the transition process. (PGD)

Drawing on his experiences as director of admissions at the University of Virginia, the author comments on the character and qualifications of today's college-bound students and on the responsibilities shared by high schools and colleges for increasing these students' preparedness. (PGD)