The author, a principal at the Garden Grove High School in California, shares some personal concepts on what it takes to become a school administrator and what a school administrator's role should be. (Author/RK)

Having been involved with school change for at least 10 years, and having been developer and director of some major organizational changes in schools (which must come prior to curriculum changes), the author, a teacher at Portland, Oregon's John Adams High School, suggests some serious do's and don'ts in working for school change. (Author/RK)

Discusses a particular combination of principles that can result in a practical solution for managing time. The intent is to make school administrators aware of concepts that, when properly mixed, will result in substantial time-saving. (RK)

The author, a principal at Tustin Memorial School in California, introduced a Democratic Decision-Making System, a teacher-developed, participatory management model for running a school. He discusses why he prefers this system and how to go about implementing it. (Author/RK)

One of the most difficult school-community relation problems relates to the principal's involvement with the teachers and parents of the area. Poor communication and limited time are chief contributors to the problem and improvement requires a firm plan of operation. Here are eight ideas that can be utilized in developing a program of effective…

The author states that schools have public relations whether they want them or not. He presents a practical ten-point checklist for unPR, a method for undoing or reversing or averting bad public relations. (KC)

The author, an in-service planner, tells of the four main complaints his teachers have about in-service programs: irrelevance, presenters, loss of time with students, and locations. For each problem at Redondo Union High School in California, he explains the solution. (SJL)

The author believes that schools must communicate with the non-parents in the community, as well as with parents, staff, and students. She presents over 60 practical communication programs and activities that work. (KC)

Practical behaviors are suggested, which are part of an effective style for a building principal. Emphasis is on leadership, time management, and positive communication with students and staff. (SJL)

Instructions are given for creating a staff development content profile out of the expressed in-service needs of individual staff members. Articles in this journal issue report on presentations made at the First Curriculum Conference of the Association of California School Administrators (ACSA) in 1978. (SJL)

In this theme issue, "Building Public Confidence in Education," the author makes a case for the need to build public confidence in the schools by analyzing the reasons for lack of confidence. He concludes that the "secret" to building public confidence consists of meeting public expectations. (KC)

Eight concrete and positive suggestions are made which a school principal can use to provide motivation, recognition, and enthusiasm to both school personnel (teachers, custodians, secretaries, students) and non-school personnel (grandparents, parents, business leaders, volunteers). (KC)

Several steps are presented to help the principal change a school's climate from negative to positive by developing a positive personal attitude. Included are: having a plan of action, managing time effectively, and motivation of one's self and one's staff. (KC)