The guide is intended as an information resource for building level administrators who supervise educational programs for emotionally handicapped (EH) students. Following a definition of EH students, the first of six chapters discusses steps in starting an EH class, including considerations in the areas of personnel, the physical classroom environment, scheduling, grading, crisis intervention, and parent involvement. Chapter II focuses on evaluating the EH teacher in terms of behavior management, classroom climate, physical environment, curriculum and instruction, relationship with instructional aides, the individualized education program (IEP) case conference, personal growth, and interprofessional communication skills. Support systems for the EH teacher and program, including staff development activities, are outlined in Chapter III, while Chapter IV presents a rationale and goal statement for each of five curriculum program components (classroom management and instruction, behavior management, affective education, vocational education, academics). Legal aspects of special education are discussed in Chapter V, including proper evaluation and placement, discipline, grades and credit toward graduation, and liability of school personnel. Thirty tips for administrators in dealing with EH students, parents, and teachers are listed in the final chapter. Appendices describe a service delivery continuum and provide classroom floor plans. A bibliography is appended. (JW)