Discusses recent sex discrimination cases by women seeking administrative positions. Points out that women plaintiffs alleging sex bias in such cases have a difficult time proving discrimination. (MD)

Describes a study of the National Association of School Principals Assessment Centers and their impact on career opportunities for women. The study found that the centers have had a major influence on the women interviewed. (MD)

Offers several suggestions to help women seeking administrative posts, including to volunteer for committees and after-school jobs, join a few good professional and community organizations, apply for a special job such as director or evaluator, and publish something. (JM)

A questionnaire administered to women educational administrators in Oregon revealed a number of good suggestions to help women obtain and hold administrative positions. (JM)

Highlights aspects of the current situation facing women and minorities who aspire to the principalship. Shows what is known and what might be done. (Author)

School administrators' pathway to career advancement is littered with potholes, some relating to individual deficiencies and others to unpredictable influences. Five leadership elements (sensitivity to others' needs, environmental adaptability, style flexibility, locus of control, and possession of an intelligent, balanced demeanor) help translate…

An Ohio study reveals that to reach the key position of vice-principal, it may be helpful for women seeking promotion to gain visibility through positions like counseling or through taking active roles as coaches or activity sponsors. (Author/JM)

Developing, launching, and maintaining an assessment center plan requires continuous attention to three essential ingredients: communication, education, and politics. The four key considerations in developing a master plan are costs, scheduling, sources of funding, and terms of the agreement required by NASSP. A sample agreement is provided. (TE)

The Maryland Assessment Center Program (MACP), conducted in cooperation with the NASSP Assessment Center Project, consists of a Commission on School-Based Administration to review principal selection and training processes, a statewide assessment program, and a Research and Development Laboratory on School Based Administration at the University of…

Thirteen ideas for marketing and implementing the assessment center concept are presented. These call for a primary focus on individuals and on excellence, preparation and organization, assessor training, assessor newsletters, accessible locations, a statewide advisory board, an action plan, confidentiality, both causal and formal meetings,…

This article treats specific areas in which the assessment center can make significant contributions to university programs in educational administration: personal-professional growth, contributions to the preparation program, and linkages with the field. (TE)

This brief introductory article describes the NASSP's Assessment Center Project, a comprehensive plan to assist school districts in identifying and developing highly skilled school leaders. As such, it introduces a series of articles in which those who have used the NASSP Assessment Center describe their experiences. (TE)

Based on his successful experience with the NASSP assessment center process in personnel selection and career development, a Maryland curriculum superintendent suggests that assessment center process and results need to be integrated into schools' promotional policies, their training and appraisal procedures, their human resource planning, and…

Two success stories are presented of good teachers who were given a chance by the NASSP assessment center to demonstrate their administrative skills and were subsequently selected to fill administrative positions. Participation in the assessment center has provided more objective information on administrative candidates than was previously…

College and university faculty engaged in the preparation of school administrators should have a vital role in all applications of assessment centers and the principles upon which assessment centers are based. Faculty involvement in uses of assessment center technology can improve administrator preparation programs. (TE)