The specific steps involved in developing an evaluation system for use with school business officials include: (1) purposes of evaluation; (2) cycle to be followed; (3) criteria; (4) types and numbers of performance objectives; (5) data to be used; and (6) procedures to be used in conducting both formative and summative evaluation. (MLF)

Examined are 14 leadership tenets of a successful principal as discussed by Wess Roberts in "Leadership Secrets of Attila the Hun." Leadership strategies are analogized in relation to decisive action on the battleground. (SI)

An article originally published in 1973 discusses the increasingly difficult role of the university library director and identifies factors contributing to the declining status of that position. Recommendations for ameliorating the problem are offered. The introduction discusses the applicability of the article to the current situation of…

Discusses the effect that human relations have on the administration of college foreign language departments. It is argued that department chairs need to be aware of their responsibilities to administrators and faculty, establishing a blend of positive interaction within the department and respect for their leadership position. (three references)…

Examines data (interviews with two principals) from a study of teacher response to curriculum innovation to illustrate differences between the bureaucrat/administrator and ethno-humanist roles of African-American principals. Overlap of these roles and tensions between them are reflected as principals move back and forth between the roles. (SLD)

Thomas Gordon's "Leadership Effectiveness Training" text states that for successful relationships to develop and persist in the workplace, mutual needs satisfaction must occur. A college instructor used the overall theme of Gordon's book to convey her own needs as a teacher to an organizational behavior class and ascertain her students'…

Reviews selected literature on administrative evaluation and focuses on four topics: (1) linking principals to school effectiveness as an outcome; (2) increasing awareness of school contextual indicators affecting leadership and effectiveness; (3) the effects of structural reform on the principal's role; and (4) assessing principal's performance…

Describes a model that ties school principal evaluation to accountability for outcomes and is based on the interaction of principals with the social system of schools. Also discusses the leader/school interaction as an evaluation framework and the importance of effective work relationships. (GLR)

Reports on two studies that found differences among principals in schools that differed in student achievement levels. Two approaches for assessing the performance of principals are examined. One approach includes rationally segmented steps; the other focuses on programs as preliminarily identifiable steps. Study summaries are provided. (GLR)

Perceptions of the current and ideal functioning roles of the principal were compared using responses of 147 Alabama teachers. Differences between current and ideal roles were found for categories of counselor, evaluator, motivator, and supervisor. These results emphasize the varying perceptions teachers have of principals. (SLD)

School board and community have only two ways to achieve accountability: by prescribing teaching methodology and establishing expensive supervisory superstructure to enforce it; or by establishing desired learning outcome standards and products and requiring professional staff to develop plans to achieve them and criteria to evaluate results.…

Discusses paradoxes of leadership, including (1) directors need to enjoy their work, but cannot avoid disagreeable tasks; (2) staff protection of directors ultimately proves harmful; (3) when directors are most discouraged, they need to be most motivated; (4) humor can help accomplish serious results; and (5) the longer a director is employed, the…

A survey of teachers revealed that principals who want to promote classroom instruction must talk openly and freely with teachers about teaching and learning, provide time and encourage peer connections for teachers, empower teachers, embrace the challenge of teachers' professional development, and lead and motivate teachers. (MLH)

Offers suggestions for improving administrative interpersonal skills, which are just as, if not more important, than technical skills. (LMI)

Discusses how research on practice can be disseminated to teachers in a way that informs school improvement initiatives. Reports on a project investigating how middle managers in 15 (British) schools received and used findings from research on departmental effectiveness. Without specific support, managers regarded the dissemination process as a…