The responsibilities and pressures of the principalship continue to increase. Excessive cuts of the positions of assistant principals and other supportive personnel are detrimental to quality education. (Author/MLF)

Some insights gained in a first principalship are shared in hopes they may prove helpful to other new or aspiring principals in understanding the requirements of the job. (Author/MLF)

A parent recognizes principals as the educational leaders in their communities and urges them to be aware of the importance of parents in making schools effective learning places. (Author/MLF)

The authority-based powers, traditionally the exclusive domain of principals, have been weakened by court decisions and collective bargaining. The principal must seek and develop ability-based powers--referent power and expert power. (Author/MLF)

The West Bloomfield School District (Michigan) evaluates administrators by utilizing a management by objectives technique, a comprehensive job description based on tasks to be performed, and a self-evaluation guide that serves as a discussion tool during evaluation conferences. (Author/MLF)

Presents specific examples of provisions currently found in administrator-board collective bargaining agreements that protect administrators from the adverse effects of both bilateral decisions made by boards with teachers, and unilateral decisions made by boards concerning principals. (Author)

The principal must operate as a facilitator, operating to meet the needs of staff and students, according to Maslow's theory. (Author)

A retired principal advises readers to plan for their retirement from the principalship as much as they planned to enter it. (Author/MLF)

A recent visitor to the People's Republic of China reports his observations of the country, its government, and its schools. (Author/MLF)

In successful secondary school programs the element of compulsion is removed: the decision to participate creates a voluntary group with a common purpose, the experiences are real, and there are opportunities for socializing within the contexts of the activity. (Author/MLF)

Principals can play an important role in the interpersonal relationships within a school building by exploring and assessing issues regarding cause and effect of the anxiety, stress, and tension that exist among personnel. (Author/MLF)

Middle schools need three types of teachers: the conventional subject matter teacher, the service specialist or resource teacher, and the common projects specialist or core teacher. (Author/MLF)

Middle schools emphasize exploration and articulation designed specifically for 10 to 14-year-olds. Yet the high schools often resist change, creating the possibilities of a traumatic transitional experience. (Author/MLF)

Two suburban high schools, one outside of Denver, Colorado, and the other near New York City, have developed experimental programs that attempt to introduce their students to the city. (Author)

Describes evaluation by administrators, teachers, and students, from 20 diverse school systems, of experiential learning programs, and describes the educational practice being studied. (Author/MLF)