Briefly analyzes the current state of federal aid to administrator in-service education. Encourages those who feel that Congress has a responsibility to help principals improve their abilities to write to their legislators encouraging them to support the restoration of administrative leadership training opportunities. (Author/IRT)

A leader in the field of education will be a man or a woman who has reflected and who continues to reflect on the values inherent in human life and on what constitutes the "good life." The principal as leader will challenge both teachers and students to seek their vision of human value and to engage in a dialogic search for truth. (Author)

One man recounts what he learned from returning to the elementary classroom after an absence of 24 years, during which he was an elementary principal, a director of elementary curriculum, a consultant, and a doctoral student. (IRT)

Describes a supervisory technique (the "O Cycle") based on observing and critiquing teachers, and a way that a small group of principals can create its own in-service program to acquire the skills required to use the technique. (IRT)

Outlines what makes for a good administrator inservice training program and why a district should have one. (IRT)

Universities and professional organizations, with their overlapping memberships and institutional biases and constraints, have for too long monopolized the field of administrator preparation. A more pluralistic system of professional education needs to be developed. (Author/WM)

Several hundred principals in an interaction laboratory at the 1975 NAESP convention discussed the degree the education profession may justifiably be held accountable for meeting the needs that remain the major responsibility of the schools. (Author/IRT)

It is naive and unrealistic to expect principals alone to change the principalship. A major problem for principals is that their expectations of what their role should be often differ widely from the expectations of central office administrators, teachers, parents, "authorities," and board of education members. (Author/IRT)

Narrates the dilemma of the principal who considers the chances of increasing pupil learning and achievement rate by implementing new ideas or by retaining the old emphasis on efficiency. (WM)

Preservice and graduate programs in educational administration fail to fill the situation-specific needs of principals, according to the author. What is needed is a variety of inservice programs, tailored for (and by) principals, that address both specific concerns and broader philosophic issues. (Author/DS)

To be fully responsive to principals' needs in the current period of decline and retrenchment, inservice education should provide school leaders the opportunity to confront and alter obsolete assumptions about effective leadership. (Author)

Discusses several conditions that can inhibit or enhance a principal's effectiveness: the size of a school or district, the distribution of power, the unit of management, and the availability of support systems that foster professional development. (Author/IRT)