Simulating a confrontation at a convention or other meetings can prepare participants to be ready for the real thing, says this author. He raises pertinent questions to simulate thinking on this possibility. (Editor)

Teachers are evaluated by many different techniques and for many purposes. In most schools, the responsibility for such evaluations rests squarely on the shoulders of the principal. But--who evaluates the principal? (Editor)

"Tomorrow's Teachers" (the Holmes Group report) and "Educating Teachers for the 21st Century" (the Carnegie report) contain 138 specific proposals for educational reform. This article compares opinions of a sample of 115 teachers and 98 NASSP administrators concerning 107 proposals. Both groups strongly oppose magnet schools…

By revisiting a framework for successful cooperative learning, secondary teachers can ensure that their cooperative learning activities produce solid learning and satisfying results. Article answers common questions teachers have concerning logistics, their new facilitative and valuative roles, and strategies for choosing groups, ensuring all…

Faculty feedback is an effective method for administrators to assess their performance and work toward leadership improvement. Guidelines for developing and using self-styled faculty feedback instruments are provided. (MD)

The keys to controlling behavior problems are the teacher's attitude in the classroom and the teacher's nurturing of responsible students. (IRT)

Since 1986, over 1,500 elementary and secondary schools have been recognized and honored by the Department of Education for exemplary leadership, discipline, community support, and high standards and expectations. A recent survey shows that teachers in recognized secondary schools perceive their principals as more effective than teachers in…

A North Carolina study found that first-year teachers moved confidently into block scheduling, rated the block highly, and used 11% more time than experienced teachers to manage classroom discipline problems. Teachers attributed their success to instructional pacing, ability to vary instructional strategies, subject area competency, and…

Summarizes survey responses of 92 mentor teachers. Among respondents' 210 comments, 103 (49%) focus on the mentoring role and 107 (50.9%) relate to perceived obstacles to effective mentoring. Respondents often doubted their mentoring qualifications and voiced concerns about time, pairing methods, beginning teachers' receptiveness, and limited…

In a recent study, teachers linked use of praise to principals' goals of promoting and reinforcing instructional performance. Teachers viewed praise as a positive, effective influence strategy that helped boost their confidence and pride and enhance feelings of satisfaction and belonging. Only work-related praise was viewed as influential.…

A well-planned formal mentor program established for continuous peer support is the ideal system for both tenured and untenured faculty. A Pennsylvania program has six full-time mentors to help teachers during and after school. The program is rooted in the concepts and practices of peer coaching, counseling, and support. Mentors' qualifications,…

Although modern technology is fundamentally altering the social and political landscape, the information network ends at the front door of most American high schools. Smokestack education, where adults dispense insight to disengaged students, leaves America ill-equipped to compete in the information-based, global economy. Educational institutions…

This article reveals how junior high and middle school principals assess their job preparation and actual job requirements. The findings may be surprising. (Editor)

Describes how two Orlando, Florida, high schools enhanced student success by implementing community-generated restructuring plans. Block scheduling helped improve attendance and grade point averages. Also, a survey of teachers and students disclosed school climate gains in the areas of safety, success, involvement, commitment, interpersonal…

If teachers perceive their principals as "closed"--inaccessible, unsupportive, and insecure--they are wary of efforts toward increased collaboration. With closed principals, teachers resort to micropolitical strategies, including avoidance, excessive rationality, ingratiation, confrontation, coalition-building, and deliberate noncompliance.…