An essential skill for school leaders and coaches is learning how to share ideas in a way that does not shut down teachers' voices, ideas, and thinking. The authors refer to this type of conversation as a partnering conversation. This article identifies two categories of conversations, telling and partnering, along with two kinds of partnering…

Faculty are often evaluated on perceptions of their teaching effectiveness, their service activities, and their research productivity. To meet their institutional standards in each area, the faculty must properly allocate and manage their time. Administrators and department chairs have the means to facilitate or hinder faculty research…

This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authors--both senior scholars in educational leadership--apply insights from positive psychology to the role and function of…

An increasing number of administrators are being asked to return to the classroom to better understand the demands of classroom teachers and to enhance their own credibility. This article offers suggestions for making the transition more easily. (Author/WD)

If the principalship is being tested, the principal needs to have greater negotiating acumen and more solid unification of the profession, says this author. He offers suggestions on steps that should be taken to protect and foster the principalship. (Editor)

Most contracts allow personal leaves for teachers. Guidelines for administrator interpretation of these provisions are based on actual arbitration awards. (Author/MLF)

Outlines a one-minute management system for principals. (MD)

Explains how to manage grievance adjudication rather than be managed by it. (Author/JM)

In a model of nonadversarial bargaining, 62 percent of the school district's applicable income is earmarked for salaries and benefits. To settle nonmonetary issues, administrators and union representatives meet in a loosely structured council. (MLF)

Many teachers adopt a "them versus us" attitude in their interactions with administrators. The principal's broader perspective on the school's program, as well as contacts outside the school, can work to a program's advantage if teachers tap into it. (CJH)

Teachers need a principal who is conscientious, affirmative, and knowledgeable. Seven steps are offered to increase principals' chances of success in evaluating teachers. (MLF)

Describes the Walker-Carfield Model for teacher evaluation, designed to reduce teacher anxiety and hostility and reduce administrator time. Includes the Teacher Effectiveness Chart. (MD)

This article describes roles and responsibilities to be taken by groups within a school district in order to promote teacher collaboration as part of the work life of a school. Included is a checklist for use by individuals responsible for staff development in schools, with suggestions for initiating teacher collaboration. (Author/MT)

A study to determine whether principals are influenced by attraction factors in teacher evaluations found that principals are affected by nonperformance factors when they evaluate teacher performance. (MD)

Dick Curland, principal of Valley View Elementary School in Portland, Connecticut, enhances his effectiveness by maintaining high visibility, communicating clearly and frequently with others, supporting his staff, and developing positive personal contact with individual students. (PGD)