Contending that preparation programs for principals usually emphasize educational theory more than the processes of organizing improved teaching and learning environments, the author suggests that universities develop more diverse programs, offering many options. (Editor)

Claiming that there's an aura of dissatisfaction with the present pre- and inservice programs for principals, the writer reports his findings about existing programs and suggested improvements. (Editor)

A modest survey to determine the nature of existing programs to prepare school principals bears out the author's thesis that these programs should be more responsive to the needs of principals who are enmeshed in today's societal crises. (Editor)

Standards of performance of administrative interns have not been developed, so the author contends, with the result that effective evaluation cannot be made. He proposes performance objectives for such internships to reduce the uncertainty and irrelevance of what an intern learns by doing. (Editor)

Chicago's experience in developing a new certification process for principals is explained in this article. (Editor)

This article has two thrusts -- the first, to present the model and guidelines developed at the Purdue NASSP-PSSAS Conference, and the second to summarize reactions from the field to the proposed model. (Editor)

This article restates briefly the design of the model developed by PSSAS and outlines in considerable detail the components of the program to prepare secondary school principals in terms of structure, content, personnel, and activity. (Editor)

In response to the criticism that preparation programs for principals are bookish and out-of-date, the writer in this article examines simulation as an effective instructional tool. (Editor)

The human factor, the authors say, makes the product of schools of education hard to evaluate. They describe, however, a successful teacher-training program that provides more actual classroom teaching activities much earlier than do most teacher education programs. (Editor)

School boards by state statutes are alone accountable for the education of their communities' youth. What's needed, the writer contends, is a rectification of the statutes so that all parties to negotiations are accountable. (Editor)

Because strikes don't solve problems in America's public schools, arbitration is offered as the most effective alternate available. The author believes arbitration is a viable means by which teacher's legitimate demands may be protected. (Editor)

This article surveys the last 10 years of collective bargaining in education, pointing out the resultant benefits and problems. The author concludes that professionals must grow up" in their negotiations, spending more time on the vital questions of education and less on monetary or personal benefits. (Editor)

Teacher surpluses and demands for accountability have led boards of education and administrators to consider the dismissal of teachers not performing as expected. The writer views the situation and urges school officials to heed scrupulously the provisions of the state statutes on teacher dismissal. (Editor)