Principals can improve their approach to curriculum supervision by applying six supervisory processes (organizing, planning, coping with change, implementing, problem solving, and evaluating) to six curriculum levels (written, taught, resourced, experienced, tested, and ideal) and using three supervisory roles (as monitor, standard-bearer, and…

A comparison of educational systems of several developed countries (England, Germany, Denmark, Japan, and the United States) shows that U.S. principals have a more frenetic work day than their international colleagues, shouldering heavier responsibilities for student discipline, teacher supervision, student activities, and community relations.…

A principal need not be a musician to supervise a music program. Supervisory emphasis should be on elements of the musical process that can be taught, reinforced, and evaluated. At the core of the instructional program, there should be a method book, behavioral objectives, and a graded course of instruction. (MLH)

New principals need a game plan for an orderly transition. This article outlines a plan organized by seven significant areas of school leadership: administration, curriculum and instruction, professional development and supervision, staffing, student issues, student activities, and communication with important school constituencies. Being…

Supervising administrative interns for university credit can be challenging unless principals understand their role is critical, make work plans, establish an evaluation form, explain interns' role to staff, involve interns, explain decisions, provide frequent feedback, discuss interpersonal skills, create supportive conditions, and help interns…

There are numerous vital middle-school programs, including cooperative learning, advisory programs, interdisciplinary curricula, and exploratory activities that can invite costly lawsuits if not properly structured and supervised. Educators should follow district policies and procedures, develop classroom rules for all grade levels, give adequate…

A developmental perspective helps principals communicate more effectively with their staffs. It clarifies adult experiences, isolates issues important to teachers and principals at different times, and expands support and feedback systems. (MD)

Principals can become more effective supervisors of early childhood programs by understanding how these programs differ from those for upper elementary grades. There are at least seven critical differences involving classroom environment, teacher-student interactions, curriculum, integrated learning, class scheduling, playful learning, and…

To help beginning teachers succeed, principals should identify individual teachers' strengths and weaknesses during the interviewing/hiring stage, balance neophytes' workloads, limit their extracurricular activities, establish expectations, select veteran mentors, offer informal formative assessment, be specific about classroom observations, and…