The development of practical educational programs for administrative personnel is discussed. (CK)

Results and conclusions of an attempt in Los Angeles to bring PPBS to the teachers. (Editor)

Standards of performance of administrative interns have not been developed, so the author contends, with the result that effective evaluation cannot be made. He proposes performance objectives for such internships to reduce the uncertainty and irrelevance of what an intern learns by doing. (Editor)

A leading proponent of behavioral objectives, author provides persuasive argument on how objectives can be used to bring about classroom accountability. The principal, he says, must be aware of real and specious teacher-performance assessment. (Editor)

The purpose of this article is to explore the current situations and trends in junior high/middle school mathematics. To assist in this effort, an organizational scheme based on an instructional-process model of goals, objectives, methods, materials, and evaluation will be used. (Author)

The author uses behavioral objectives as the framework for developing an evaluation system with a simple approach. He believes that simplicity is the key to successful implementation of evaluation systems. (MD)

A specialist in school finance discusses budgetary accountability by way of a factory analogy and an alternate route analogy. (Editor/RB)

This article restates briefly the design of the model developed by PSSAS and outlines in considerable detail the components of the program to prepare secondary school principals in terms of structure, content, personnel, and activity. (Editor)

Author believes that each school has a pattern of student misconduct followed year after year. He suggests that appropriate curriculum during peak periods of student restlessness could produce better results. (GB)

With accountability came the rush to develop behavioral descriptions of learning for students and to hold the teachers accountable for results. Now we realize, the author states, that the distinctive behaviors of principals are those that affect the continuing development of teacher competencies. (Editor)

Evaluation of the principal is in great demand in this era of accountability. The author suggests that principals take an offensive position by developing their own evaluative criteria. (Editor)

This article has two thrusts -- the first, to present the model and guidelines developed at the Purdue NASSP-PSSAS Conference, and the second to summarize reactions from the field to the proposed model. (Editor)