Argues from personal experience that a fundamental revision of school authority structures is necessary. Describes most school power organizations as "pyramids," with an all-competent principal at top. Suggests that principals "think small" and deal with problems realistically, maintaining their integrity by treating each teacher fairly and by…

Describes the Peer-Assisted Leadership (PAL) program for school principals of the Far West Laboratory for Educational Research and Development. Summarizes (1) history of the program, (2) a description of training, (3) results of the first year's work with principals, (4) PAL's continuing efforts, and (5) future directions. (SA)

One of the major reasons legal costs are sky-rocketing in higher education is that colleges and universities aren't doing enough to oversee properly what they're being charged. Some advice for trustees and administrators in planning legal operations is presented. (MLW)

Reflects on George Henry's essay, noting that its content is substantial and provocative, its erudition is expansive, and its tone is impassioned. (HOD)

Investigated current perceptions of New Jersey teachers (N=470) and science supervisors (N=29) on the role of the science supervisor in assisting the elementary self-contained classroom teacher. In addition to results, nine recommendations are listed to enhance the role of science supervision in science instruction. (JN)

To be effective the psychology practicum must meet the needs and goals of the individual student, the community agency sponsoring the practicum, and the psychology department. Common student practicum goals are examined, and organizing and administering the practicum program are discussed. (RM)

Outlines criteria needed in effective performance evaluation systems for principals. (MD)

Suggests ways in which college and university teaching assistants can acquire a proficiency orientation toward foreign language teaching. These include clarifying the concepts associated with proficiency, integrating these concepts into the curriculum, and evaluating students by measurements of proficiency rather than by achievement. (SED)

A survey of 51 instructional supervisors sought information on their time management: ideal versus actual use of their time, assigned tasks perceived as superfluous to jobs, and constraints on more effective use of time. Job clarification and personal time audits are aids to time management. (JW)

Correlates two research projects and one review to provide a descriptive model for three styles of principal behavior in their role as change facilitator: responder, manager, and initiator. Implications are derived concerning the relationship between change facilitator style and implementation success, school climate, and potential for…

Discussed are the role of the social studies supervisor and the future directions the role might take. Suggested are four methods of improving supervisor effectiveness, including in-service programs, advanced teacher training, and improvement of supervisory skills. For journal availability, see SO 505 192. (Author/DB)

The author, one of the originators and developers of the clinical supervision process, offered a cogent rationale for clinical supervision. He defined clinical supervision and discussed the psychological-sociological basis for its practice. (Editor)

Author provided an essay on the use of the Flanders Interaction Analysis in clinical supervision; in it, he stressed that interaction analysis is not an end but simply a tool to be utilized by supervisors for assisting in the instructional improvement process. (Author/RK)

This brief paper summarizes recommended practices that teachers and administrators serving in supervisory roles can take to ensure the effectiveness of paraeducators working with students who have disabilities. Recommended practices are grouped into four general areas: (1) assign appropriate responsibilities and tasks (preferably by the…

This report is based on interviews of 18 school superintendents who demonstrate the quality know as resilience. The 14 men and 4 women averaged 17 years as superintendent, serving 3 rural, 13 suburban, and 2 urban school districts. It was found that resilient superintendents deal with challenges in positive ways. They do not dwell on the negative…