Describes a successful teacher-advisor program that uses all professionals in the school building to improve the counselor-student ratio. (Author/IRT)

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)

Outlines the five items that one administrative team has stressed in promoting a workable, understandable, and realistic discipline program. The best move has been making administrators and counselors visible. (Author/IRT)

Instruction can be enhanced via counselor involvement in the classroom, which this article describes. (LD)

A recognized expert on Planning, Programing, Budgeting Systems presents an overview of this management tool as it relates to the school principal. (Editor)

Describes a program in which the roles of guidance counselor and academic dean/disciplinarian have been successfully combined. (Author/IRT)

Portrays athletics programs as educationally valuable and useful for instilling values. (JM)

For schools that are too large to give individualized attention to student problems, the house system's team approach to problem-solving responsibility may be the answer. One house organization plan is explained in detail here. (Editor)

Most students have the competence and the right to make significant decisions concerning their own learning if they are provided appropriate leadership, and high school principals must assume responsibility for initiating that leadership and ensuring its continuity. (Author)

Describes a public relations program used successfully at a New York City high school. (LD)

This article briefly critiques management by objectives (MBO) as a means of specifying administrator tasks and then describes the implementation of MBO in the West Bloomfield School District, Orchard Lake, Michigan. (Author/DS)

Describes an instructional development team approach designed to make secondary reading programs more effective. (Author/JM)

To improve student's reading scores on the Test of Achievement and Proficiency, a rural Georgia high school initiated an improvement program based on Deming's continuous-improvement model in fall 1995. This model allows those closest to the problem to resolve it. By working continuously to improve students' testing environment, test-taking…

Explains how schools, regardless of size, can provide ongoing and innovative programs for professional growth. (JM)