Drawing from the work of Henry David Thoreau, urges us to see the relationship between the individual and his/her community. Thoreau had three chairs in his cabin: one for solitude, one for friendship, and one for society. Like Thoreau, school leaders could make a career of exploring the tension between public and private imperatives. (MLH)

The Alliance for Arts Education, formed by an agreement between the U.S. Department of Education and the John F. Kennedy Center for the Performing Arts (Washington, D.C.), aims to advance arts education for all U.S. students through networking activities. This article highlights center activities, suggests fine arts leadership strategies, and…

Gang activities are often part of a complex web of drugs, abuse, and high regard for violent and criminal behavior. This article discusses the spread of street gangs and describes innovative intervention and prevention programs, such as Chicago's counseling/support project using ex-gang members. Experts' tips are also provided. (MLH)

Journalists need to tell both sides to every story, as examples in this article show. The most important factor in the reporter-school official relationship is honesty. When teachers or administrators undermine the educational process or when government fails to provide adequate school funding, the news media must speak for the children and…

For three years, researchers at the Annenberg Institute for School Reform have documented public-engagement practices in various districts nationwide. Exemplary district-leadership strategies are profiled. Common elements include inclusive, indepth dialog; dedication to genuine school improvement; creation of dynamic partnerships; and candor,…

Collaborative organizations can fall prey to bureaucratic evasions and ethical pitfalls, such as self-protection, self-righteousness, and self-deception. Superintendents must actively work to improve children's conditions and embody ethical practices. They should demonstrate trust and openness, define what is ethical, examine agendas, share…

Presents eight themes concerning the superintendents' roles in the 1990s that demand a bold restructuring of school leadership. Future superintendents must project passionate instructional leadership, recapture the focus on student learning, coordinate community child services, redefine success with performance-based assessment, fight for…

Superintendents, principals, and teachers can no longer work in isolation or on parallel tracks. Leaders must be role models, engage in meaningful dialogue about children, and create new learning opportunities for the adults teaching them. Schools must cultivate talented leaders, not managers, to create what does not exist. (MLH)