The author offers some unconventional interviewing techniques for prospective teachers to enhance their employment potential. He suggests a student teaching notebook, a slide narrative presentation, a cassette tape recording, and videotapes. (KC)

Guidelines for structuring successful inservice programs to train vocational teachers for working with special needs students include involving the teachers in planning the program, specific course content, scheduling times, and needs assessment, and utilizing presenters whose experiences match the need. (MF)

The building planning policies and suggestions of the University of Chicago focus on three types of goals: conservation of resources; innovation in restructuring the internal environment to improve the functioning of existing facilities and to obtain maximum benefit from new buildings; and the maintenance of both design quality and continuity.…

Methods for systematically developing a program of peer counseling in financial aid are described for administrators. Most of the ideas in this model come from members of the Student Advisory Committee for the State of Michigan Student Financial Aid Programs. (LBH)

The components of an Individualized Education Program (IEP) are examined as a basis for defining the appropriate education requirements of Public Law 94-142 (Education for All Handicapped Children Act) and procedures for legal compliance, development of useful IEPs, and effective administration, are described. (IM)

Eight guidelines for contract learning-type programs are presented under the headings (1) supplying rationales, (2) focusing on the faculty, (3) assessing faculty performance, (4) assessing student readiness, (5) assessing the costs, (6) students as researchers, (7) how much academic credit, and (8) agents of change. Focus is on the faculty as…

Describes and explains how to create a visual reading guide (VRG). A VRG is defined as a pre-reading process for use with reading materials which contain pictures, cartoons, charts, graphs, or maps. (Author/DB)

The author discusses the concept on which vocational-technical education is based--preparing students for jobs--and then looks at some guidelines for developing and modifying programs, curricula, facilities, and staff. (MF)

Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs for perceptually handicapped children. (Author/PHR)

Specifications were developed to avoid possible discrimination and confusion in the hiring practices at a large southeastern university. They were developed through job analysis and a systematic file search designed to find the education and prior related work experience possessed by each incumbent. The specifications were validated as…

Discusses music education in light of Public Law 94-142, the implications of which are that handicapped persons have the right to receive the same level of services in arts education as nonhandicapped individuals. (Editor/RK)

Discusses what the cooperative coordinator should do when employer requests violate the legal provisions of Title IX, Buckley Amendments, Civil Rights Acts, Vocational Education Acts, or other legislation. Typical verbal responses and general guidelines related to these legalities are presented. (BM)

Suggests that independent school teachers and administrators need to know as much as possible about television and that they can and should influence the role television plays in their students' lives. Critically evaluates television programming and its impact upon parents and students. Also gives some TV guidelines for parents concerned about…

Results of an empirical research study clearly suggest that students can serve as reliable identifiers of appropriate evaluative criteria and can make significant contributions to the assessment of teaching effectiveness. Guidelines for the effective implementation of the study instrument and the establishment of a systematic procedure of…

There is a role for the classroom teacher in teaching fire safety. Discusses the inadequacies of present fire prevention programs and provides ten specific steps teachers can take to avoid suffering and death from fire. (Author/RK)