NASSP Bulletin

Your sehool athletic program may be a successful one, but is it safe? This writer outlines the minimum re quirements for a safe program, which need not be an expensive one.

A certified athletic trainer is preferred, says this practitioner, but schools not able to have one on staff should heed the advice presented in this article.

Providing adequate health care for its athletes is an important part of a school's program. How to administer such a program is the focus of this article. The author outlines the importance of each person on the health care team.

School personnel responsible for sports activities should not be paranoid about possible law suits, advises this writer, who presents in this article several ideas for sports injury prevention.

Who is the team physician? That question is answered by this writer—a doctor himself—who states that the main function of the team physician is to remove the injured player from the bench, not to keep him there.

What qualifications are required of a certified athletic trainer? What services does a trainer provide? The author gives some answers.

The school administrator must realize the need for sound health care for all athletes and must work toward developing an adequate program for the prevention and care of athletic injuries, according to these writers, who state their ease on the following pages.

What is the working relationship between a school's nurse and athletic trainer? To help readers understand the situation more clearly, the author first reviews past and present points- of-view and then describes his study of the issue before drawing his conclusions.

There are, say these writers, four principles that are crucial to the success of an educational athletic program. Those principles, and suggestions for implementing them, are outlined here.

These 10 steps to the successful principalship should be of help to those who are new to the job and to experienced principals who have taken a new position.

This article summarizes the findings of a study to determine the competencies needed by a beginning secondary school principal as perceived by experienced principals and superintendents.

How do principals and their teachers perceive what principals do and what they ought to be doing? With answers in hand, the authors report the findings of their study that proposed the question, followed by their recom mendations.

While countless facets of today's educational process are being improved, the problem of substitute teaching remains largely ignored. This writer contends that the typical substitute teacher program retains antiquated stop-gap measures of little value to a school.

Although remedies exist for many of the problems present with a substitute in the building, this writer warns that it is important to understand the cause of the problem prior to identification of a remedy so that the best course of action may be chosen.

What's your meeting IQ? Do you know when to hold a meeting and when to take other action? This writer addresses these and other questions on the following pages.

Self-esteem is a characteristic that most educators will agree is essential to students' succeeding. Here's a program that attempts to build seff-esteem. Several principals comment about how it works.

Secondary and elementary school teachers may differ somewhat as people, but the two teacher groups have very similar views of global teaching methods, this writer reports.

Economizing by these two practitioners, who present their cost- saving ideas in this article, enabled them to direct more resources to instruction. Their caveat, however, is that solutions are not universally effective. One's imagination must be employed.