Provides guidelines that may be used by supervisors as a checklist to assist them in conducting evaluation procedures that show proper concern and understanding for the needs of the classroom teacher. (Author/IRT)

Outlines 12 steps a principal should follow when he or she has put a teacher on an intensive evaluation cycle because of the teacher's unsatisfactory performance. The steps focus on following and documenting procedures that will lead to a fair dismissal case. (IRT)

Offers advice on preparing for job interviews, highlighting materials to take along, interview conduct, types of interviews (normed, locally structured, unstructured, and committee), interviewing techniques, types of questions, and disqualifying questions. (MLH)

Offers practical suggestions for minimizing 14 problems that frequently occur when curriculum programs are evaluated. Timing evaluations, evaluating appropriate factors, making meaningful comparisons, meeting skepticism, selecting tests, selecting evaluators, assessing evaluation results, and maintaining credibility are among the concerns…

Provides an evaluation model and outlines steps to take in planning for the evaluation process. Such planning and organizing ensures that the evaluation process is achieved systematically. (IRT)

A typology of evaluation techniques intended to help school personnel to compare and contrast various approaches. (Author/MLF)

Three methods of student enrollment forecasting and the reports of tests of their reliability are described. In forecasting enrollment, school officials should use a variety of methods. (MD)

For educational reform to succeed, the nature of teachers' jobs must be reconceptualized. A balance must be restored between art and technique in teaching. Includes references. (MD)

Public and official support is currently directed at education, making this the time to respond to the call to action. This article makes some suggestions to help the school administrator address the challenges of educational reform. (DCS)

To defend the value of the educational program against outside disapproval and diminishing support, administrators need to be trained in systematic evaluation research. (WD)

Some basic premises for guiding teacher evaluation in programs that are both flexible and structured. (Author/MLF)

Administrators at Edina-West Secondary School in Edina (Minnesota) are making the curriculum more specific through an integrated in-service evaluation plan. (Author/MLF)

Outlines the importance of questioning skills for teaching and discusses the topic in relation to the four basic ways of classifying questions: sophistication, cognitive hierarchy, direction (convergent or divergent), and personal or subjective. Includes four tables. (MD)

The Systems Supervisory Model is presented to help principals improve their supervisory skills and instructional staff. (MD)

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)