Decisions regarding school improvement are based on observations of adults. A more accurate picture of institutional assets and limitations emerges when observations of students are also considered. This presentation shows how student polling can help principals enhance conditions of learning and safety. Implications of Cyberbully Poll results at…

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)

Briefly reviews research data on female educational administrators and offers guidelines for women to follow in pursuing a career in educational administration. (JG)

Provides 10 guidelines to follow in implementing a competency-based curriculum. The guidelines include not imposing the program from above, matching measurement devices to instructional goals, stimulating student support of the program, and allowing for easy adjustment of competency measures. (IRT)

To implement curriculum changes successfully, five guidelines should be followed: changes should be research-based; successful innovation requires organizational changes; innovations must be feasible for the average teacher; implementation efforts must be organic, not bureaucratic; and a definite curriculum plan is essential. Guidelines for…

Recent state reform waves can be classified into three packages (academic standards, professional policy, and curriculum development) stressing productivity, efficiency, and educational excellence. Following a historical overview, this article discusses implementation models and strategies, lessons learned, state-local school district…

Mutual cooperation rather than adversary relationships among administrators, teachers, and school boards is this principal's plea. He explains the attitudes that must prevail if these three groups are to work together for better education. (Editor)

Reviews recent trends in grade organization and factors to consider in examining changes at the district level. Cites the lack of empirical evidence supporting any one form of grade organization as a reason for the range of patterns found in American school districts. Offers guidelines for accomplishing grade organization change. (Author/WD)

Making several changes in concert was one reason, this writer maintains, why an Ohio middle school made forward strides in providing successful innovative programs for its emerging adolescents. (Editor)

Meaningful and lasting school improvement can only occur in an appropriate climate and must be characterized by commitment, solid research about collaborative working styles and outcome-based education, and stable leadership. Leaders in the school improvement process should be constantly prepared to deal with the unexpected. Includes three…

Recommends institutionalizing curriculum policy initiatives for gifted learners at state and local levels that are compatible with new state standards and assessments and also consider flexibility, differentiation, and articulation in planning and implementation. Support structures such as grouping and teacher education must also be incorporated.…

Educational change must be facilitated, not dictated, to be successful. Since most new curriculum programs ignore complex classroom realities, teachers usually view them negatively. Facilitative principals create the necessary conditions for change by progressing through three stages: creating new roles and expectations, mobilizing proponents for…