Discusses three problems in the usual approach to teacher evaluation--the failure to illuminate the differences in evaluation practices at different educational levels, the limited usefulness of the typical evaluation form, and the propensity to view supervision and evaluation as one process. Suggestions for improvement are offered. (WD)

Advises principals about their responsibilities concerning the educational assessment of handicapped students. Discusses the scope of assessment, test validity and reliability, commonly used tests, assessment issues, and specific actions principals can take. (Author/WD)

Outlines the minimum requirements for a safe school athletic program, including a master plan for observation and treatment of injuries and the selection of a competent team physician and an athletic trainer. (WD)

Discusses the role of each member of a secondary school's athletic health care team, including the principal, athletic director, team physician, school nurse, coach or physical educator, and professional and student athletic trainers. (WD)

Discusses the qualifications of certified athletic trainers and their responsibilities. Includes a list of basic requirements for certification approved by the National Athletic Trainers Association. (WD)

The authors assert that schools need to provide better quality sports health care for high school athletes and discuss the role of the athletic trainer in reducing the incidence of injuries, practicing proper preventive measures, and maintaining a sound health care program. (WD)

Reviews past and present views of the working relationship between a school's nurse and athletic trainer and discusses the author's own study which revealed that, compared to trainers, school nurses possess insufficient knowledge to assume adequate injury management. Offers a sample job description for a head athletic trainer. (WD)

An interview with the director of San Francisco's Center for Sports Medicine covers the frequency of athletic injuries in different high school sports, follow-up procedures after injury, the provision of safe facilities, conditioning, and the benefits of having an athletic trainer on the school staff. (WD)

Reports the findings of a study comparing the perceptions of principals and teachers toward the performance of instructional leaders. Offers recommendations for improving the principal's effectiveness. (WD)

Certain aspects of decision theory provide guidelines for the principal who wants to manage meetings more effectively and avoid unnecessary ones. (Author/WD)

Based on the assumption that self-esteem is essential to student success, this article describes a program, called Quest, that attempts to build self-esteem. Several examples are given of the program's impact in secondary schools across the nation. (WD)

Offers ten tips intended to help administrators make decisions and resolve conflicts. (Author/JM)

Although collective bargaining agreements can inhibit the principal's instructional role, it is still possible to be both contract administrator and instructional leader. (Author/JM)

Some differences in priorities and rankings emerged when principals, superintendents, and teachers ranked the importance of eight principal competencies and evaluated 18 principals on their performance. (JM)

Relying on his experience as an urban principal, the author relates several vignettes to illustrate the importance of a smoothly working school team of administrators, teachers, and counselors. (Author/JM)