This article provides an overview of developments in the teaching of writing. Most English departments, the author concludes, might do well to consider allocating more time to an endeavor so basic to human interaction. (Editor)

The inquiry approach to learning and teaching is explored rather thoroughly in this article. Although it relates the concept to social studies, readers will find that its meaningfulness extends further since most of the new curricula in science and mathematics recommend the inquiry approach. (Editor)

Teachers want to be evaluated on the quality of their performance, not on how they dress, how they smile, or how many contributions they've made to the community. This writer reviews the evaluation methods used heretofore and suggests a more objective and simpler approach. (Editor)

Assessing teacher methods in relation to espoused learning objectives is the key to improving instruction and evaluation, says this principal. His article describes various ways to analyze teaching methods. (Editor)

This article examines one aspect of the principal's role - the supervisory function - and asks whether the principal can convey human sensitivities in supervision rather than the all-too-frequent benevolent despotism. (Editor)

These authors, in defining the purposes of teacher evaluation, describe an approach to supervision that they believe works. Under this model, the teacher becomes an active participant in his assessment. (Editor)

Principals, this author says, must allow teachers to appraise themselves. Introducing teachers to observation systems and inviting them to participate will give them the impetus to improve their teaching through increased self-knowledge. (Editor)

A revealing study of junior high students shows that this group values teachers who are fair and know their subjects more than they value mere ethnic background. Three-fourths of the students surveyed indicated that ethnic extraction was not an important variable in teacher preference. (Editor)

This article is a forthright recipe for leadership. The secret is that the principal must recognize his right and feel his ability to lead. Without this basic knowledge, his school will flounder in disunity. (Editor)

The series of statements here concern the administrator's role in improving instruction. Each of them is stated as a proposition that can be argued endlessly; the author is prepared to do exactly that, he says, but not in this article. (Editor)

Administrators may be tempted to feel that the time and money spent on teacher recruitment can now be applied to other endeavors, since a teacher surplus is apparent throughout the country. This author believes that failure to recruit can be risky business. (Editor)

Using the group process for interviewing potential new staff members pays big dividends to the school and to the applicant, says this writer. He tells how the process has worked for him. (Editor)

Interviewing techniques that get to the heart of whether a teacher will be effective are described here. The author welcomes descriptions of readers' own experiences with interview methods. (Editor)

Principals' attitudes toward innovative teaching methods are extremely open, according to a Utah survey. The key to having administrative backing for new methods in the classroom, this author tells teachers, is to keep the principal informed of what's happening and why. (Editor)

The model described in this article was used in a staff evaluation of the administrative team of Marshall-University High School in Minneapolis, Minn. The writer says the evaluation, which was received enthusiastically, suggested changes in administrative performance. A sample evaluation instrument is appended. (Editor)