NASSP Bulletin

Finding time to supervise staff is a concern of most principals. The model presented here attempts to help principals improve their efforts to supervise their staffs democratically.

A well-planned and carefully implemented system for teacher evaluation can have a far-reaching impact on teacher effec tiveness, says this writer, who reviews the elements of such a system.

Many administrators lack a systematic and orderly way of diag nosing teacher behavior, according to this writer. He describes one classification system that can be used in the evaluation process.

Here's how one school district developed an effective teacher evaluation program—one that ensured consistent evaluation standards and increased administrator-teacher interaction.

After identifying the components of classroom observations and teacher conferences, the writer developed a lesson observation form that has been successful. He explains it in this article.

Teacher evaluation is a serious responsibility, say these writers, who offer some guidelines to follow when developing an evalu ation system.

Evaluation is a fact of life in today's school, and the simpler the system the better the chance it will be implemented, according to this writer.

A study of 579 preservice teachers in nine different subject areas showed significant differences in personality patterns. Principals who are aware of these differences can be more effective supervi sors, contends this writer.

Teacher evaluation in most schools today is primarily the re sponsibility of the principal. These writers suggest that another method, involving other teachers as evaluators, might achieve better results.

The Flanders Interaction Analysis model can be adapted for use in the supervision of special education classes, says this writer. The adapted model is outlined here.

Most educators know what copyright law allows and restricts when it comes to printed materials. Few understand its appli cation to software, however. The author, an expert in copyright issues, goes into detail here in his discussion of new applications brought about by new technology.

Professors and practitioners, surveyed as to what degree staff development practices were employed in schools, displayed sig nificantly different beliefs. The model upon which the survey was based, as well as responses given, are discussed here.

Budget, staff, and program cuts can have a devastating effect on teacher and student morale. Here's how one school initiated a virtually cost-free program to turn attitudes around.

Implementing a merit pay system for school administrators is not easy, says this writer. He contends, however, that merit pay does make sense and can work if the necessary conditions exist.

Team management, as it applies to educational institutions, is not a passing fad. Rather, say these writers, it is a viable, long- range alternative to autocratic models of organization.

Let's not rush to jump on the merit pay bandwagon, warns this writer. Better ways of measuring teacher productivity are needed first, he says.

What does it take to improve one's teacher recruiting practices? The writers attempt to answer this question by offering nine guidelines.

Good beginning teachers often leave education after a year or two in the classroom. The writer first explores the reasons and then provides a plan of action that principals can follow.

In this article, the second of a three-part series, the authors describe five techniques teachers can use to help students read textbooks.