Analyzes problems that have accompanied the growth of the citizen participation and public interest movements, and suggests that public participation that is not carefully ordered and constrained by administrators can lead to poorly conceived decisions. (Author/JG)

The leadership of Wireman as president of Eckerd College, first called Florida Presbyterian, during a eight-year period is reviewed. (This is the third in a series of profiles of noteworthy academics.) (LBH)

The Greater Capital District Region Principals' Center (New York) allows principals to meet in a collegial setting to share skills and practices and renew administrative energies. The program also helps principals manage stress, improve management skills, and discuss important concepts like instructional leadership and making teaching a true…

A teacher evaluation system used at a special school for the gifted promotes teacher involvement through self study, peer observation, team critique, and administrator observation and critique. Four teacher types as defined by level of commitment and abstraction ability have different supervisory needs. (Author/DB)

Presents measures for reducing the incidence of theft in child care centers. These measures include sending a clear message to both employees and strangers about the serious consequences of theft; securing the physical premises of the center as well as the staff's personal belongings; and installing alarm systems. (BB)

A discussion of ombudsmen in Australian universities looks at their role, relevant legislation, problems arising from the limited powers of the position, and the initiation and investigation of complaints. (MSE)

Peer coaching, teacher input, and focus on teaching improvement are important ingredients in an inservice teacher training program in a Palos Hills, Illinois, school district. Program goals and guidelines for training sessions and peer coaching teams are detailed. (CJH)

Data for administrators in 61 secondary administrative positions are given for universities, four-year colleges, public two-year colleges, and all institutions as a group. (MSE)

A yearlong field study of how communities, school districts, and personal characteristics influence principals' behavior as instructional leaders concluded that successful principals act with purpose, have a multi-faceted image of schools, use routine behaviors to progress toward goals, and engage in the same kinds of behavior. (CB)

Case studies of four principals and their "problem-finding" behavior (identifying and solving strategic organizational problems) are presented to illustrate their roles and effectiveness in providing instructional leadership. (CB)

A principal recounts his experiences and attempts at instructional leadership and points out that principals must give a great deal of attention to their own needs for nurturance and comfort, challenge, growth, and change. If they are to be effective leaders, principals must be reflective alone as well as with others. (CB)

A principal points out that instructional leadership, as most people view it (involving classroom observations, pre- and post-observation conferences, and long-range curriculum development), directly conflicts with the day-to-day demands placed on principals. (CB)

Examines job-related health concerns for child caregivers in day care programs. Also suggests ways in which these problems can be minimized or alleviated. (Author/BB)

Surveys principals' and teachers' perceptions of the involvement of principals in the elementary school reading program. Concludes that teachers perceived principals to be less involved than the principals perceived themselves to be. (RS)

To be a leader who makes tough and meaningful decisions, one must be effective, want but not need the job, believe in one's decisions, and have a vision for the institution. Leadership is not shown in single issues but in the consistency of judgments made to serve the institution. (MSE)