States the reasons the Office of Teacher Education at the Irvine campus of the University of California decided to offer alternatives to traditional teacher education programs, gives a number of items to consider in creating such alternatives, and sets forth selection and evaluation criteria that can help ensure a quality alternative program. (FL)

Argues that providing leadership and opportunities for staff members to become more effective in their jobs are the primary responsibilities of a school principal. Offers a number of suggestions for use in staff development. (FL)

Defines inservice, provides criteria for planning and conducting successful inservice programs, discusses its critical elements, and examines the roles of the administrator and the teacher in successful programs. (FL)

Describes the program developed by one California school district to meet the requirements of legislation concerning the training and evaluation of probationary staff. (FL)

Describes the efforts of the staff of one urban high school in Mississippi to develop and implement a school improvement program based on a school effectiveness model. (FL)

This paper suggests ways that educators can learn about family needs, assess readiness for family-school cooperation, explore community resources, and activate an effective family-school relationship. Examples of family-school-community programs are provided. (SJL)

Provides a developmental chronicle of how a middle school administrator developed, introduced, and maintained a "walking advisement" program at his school. (FL)