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This digest describes three complementary approaches to integrating guidance into education: (1) the Comprehensive Guidance Program Model, developed by Norman C. Gysbers; (2) the Teacher Advisor Program (TAP), developed by Robert D. Myrick; and (3) the Invitational Learning paradigm, developed by William W. Purkey. Four references are included. (TE)

This digest summarizes the essential aspects of Myrick's Teacher Advisor Program (TAP) concept, discussing: (1) why schools need a teacher advisor program; (2) whether teachers are qualified to provide counseling; (3) what a teacher advisor program would involve; (4) what should be included in a guidance curriculum; (5) the counselor's role in TAP; (6) teacher support of TAP; and (7) the advantages and limitations of teachers as advisors. (TE)

This digest describes the Invitational Learning model developed by William W. Purkey, an approach that emphasizes mutual respect and human potential in every aspect of schooling. It presents a brief overview of the invitational learning concept and discusses the theoretical foundations of the model. It describes characteristics of an inviting school, inviting school policies and programs, inviting behavior in the classroom, and the invitational approach to school counseling. Advice is provided for incorporating the invitational model among principals, teachers, and counselors. (TE)

This digest describes the structural and programmatic components of the Missouri Comprehensive Guidance Program Model, a model designed to help school districts develop comprehensive and systematic guidance programs oriented toward overall student development. It discusses the content of the model (based on the concept of life career development) and provides a seven-step process for implementing the model. References are included. (TE)

This pamphlet reviews five recent research studies that focus on various key aspects of school climate, a popular metaphor that is difficult to define, measure, or manipulate. "The Search for School Climate: A Review of the Research," by Carolyn Anderson, surveys the full scope of school climate literature, concluding with a summary of the common findings that these diverse studies have yielded. "Elementary School Self-Improvement through Social Climate Enhancement," by Peter Coleman, emphasizes the importance of parent and teacher perceptions in school climate assessment and improvement. Carol Ann West's study addresses the "Effects of School Climate and School Social Structure on Student Academic Achievement in Selected Urban Elementary Schools." The last two studies reviewed are "Elementary School Climate: A Revision of the OCDQ" (Organizational Climate Description Questionnaire) by Wayne K. Hoy and Sharon Clover, and "Using Organizational Development to Improve School Climate" by Gary D. and Denise C. Gottfredson. (TE)

Five selections summarize training methods for the principalship from the perspective that cognizance of the complexities of being a principal arises from practice, thus experiential learning should be incorporated into preservice and inservice training programs. The first selection, "Making Sense of Principals' Work," by Kent Petersen, is a straightfoward analysis describing the complexities of a typical elementary school principal's work day. Petersen's observations are borne out by John Daresh's research paper, "The Beginning Principalship: Preservice and Inservice Implications," and William Johnson's and Karolyn Snyder's piece, "Instructional Leadership Training Needs for School Principals." They identify principal learning needs for more comprehensive and systematic school leadership preparation. Vivian Clark's "The Effectiveness of Case Studies in Training Principals, Using the Deliberative Orientation" shows a "hand-on" case study simulation approach to training principals that conveys the job's sophistication. Bruce Barnett offers another training model in "Peer-Assisted Leadership: Using Research To Improve Practice." Providing principals the opportunity to analyze their own behaviors in cooperation with a partner confronting the same kinds of challenges increases the trainee's reflective processes. (JAM)

After a brief introduction identifying current issues and trends in research on class size, this brochure reviews five recent studies bearing on the relationship of class size to educational effectiveness. Part 1 is a review of two interrelated and highly controversial "meta-analyses" or statistical integrations of research findings on class size, by Gene V. Glass and Mary Lee Smith: "Meta-Analysis of Research on the Relationship of Class Size and Achievement," and "Relationship of Class Size to Classroom Processes, Teacher Satisfaction, and Pupil Affect: A Meta-Analysis." Part 2 reviews "An Experimental Study of the Effects of Class Size," by Stan M. Shapson, from "American Educational Research Journal," (Spring 1980). Part 3 is a review of "Early Childhood Education Classroom Evaluation," by Jane Stallings and others. Part 4 covers "Class Size Project 1980-1981: Final Report," by Andrew T. Carrington and others. Part 5 is a review of "Crowding and Classroom Learning" by David E. Weldon and others, from "Journal of Experimental Education," (Spring 1981). (TE)

This pamphlet reviews five reports that highlight an emerging consensus among researchers about the value of systematically incorporating cognitive instruction into the elementary school curriculum. First is a comprehensive framework by Robert J. Marzano and C. L. Hutchins for an integrated approach to thinking skills that has been developed and tested by the Mid-Continent Regional Educational Laboratory. Next are three research studies conducted at the elementary level that reveal the efficacy of cognitive instruction both in raising achievement levels and in closing the gap between high and low achievers. These studies focus, respectively, on metacognitive strategies of first- through third-grade teachers, writing instruction for second-graders, and mathematics instruction in kindergarten. The final selection describes the development and implementation of a successful cognitive instruction program for kindergarten through third grade in an urban school district. (TE)

Effective schools research has verified that schools are rarely effective unless the principal is a proficient instructional leader. This article summarizes five recent studies examining the practices and qualities comprising good instructional leadership. A Seattle study by Richard L. Andrews disclosed a statistical correlation between student gains in reading and mathematics and teachers' perceptions of their principal's effectiveness--especially in schools with many low-income students. Phillip Hallinger and Joseph Murphy found that a community's socioeconomic status heavily affected the behavior of effective instructional leaders and their choice of management style. In San Francisco, David C. Dwyer found that proficient instructional leaders act on personal beliefs and values, as well as perceptions of their schools' and communities' needs. In Texas, William Rutherford and his associates studied the principal's impact on teachers' instructional improvement efforts. The most successful principals clearly communicated expectations, provided technical assistance, and monitored the results. Finally, Thomas Bird and Judith Warren Little showed that effective instructional leadership means cultivating and sustaining norms of civility, collegiality, and continuous improvement. A summary of each study is provided, together with full bibliographic and availability information. (MLH)

Included in this summary analysis of three journal articles and two documents on teacher evaluation are reports that touch on difficulties facing school officials in developing a teacher evaluation system and suggestions for assessing the strengths and weaknesses of an evaluation system. The first article, by Susan S. Stodolsky, challenges evaluation methods that rely on classroom observation alone and emphasizes the importance on the entire instructional context. The second, a document written by Rand Corporation researchers, concludes from a study of four exemplary school districts that the teacher evaluation process is inseparable from the school district's larger organizational context. The three remaining selections focus on practical aspects of implementing a teacher evaluation system. In his guide, Thomas L. McGreal identifies nine "commonalities" of effective systems that support his conviction that evaluation should help, rather than judge, teachers. Taking the position that some form of summative evaluation is nonetheless needed for making personnel decisions, James Raths and Hallie Preskill offer recommendations to guide administrators through the task of teaching staff assessment. Because of the potential legal implications brought with any personnel decision, the final selection by Donovan Peterson provides guidelines for ensuring that a teacher evaluation system will withstand judicial scrutiny. (CJH)

Two issues that bear directly on the proficiency of teachers are teacher selection and teacher supervision. A theme common to both issues is that the key to attracting and retaining capable teachers lies in a transformation of teachers' work environment--replacing the bureaucratic model of schooling with the professional model. That transformation can be effected with the help of competent selection and supervision practices. The first part of this report summarizes pioneering studies that have examined the teacher selection process in school districts. It also explores support systems for beginning teachers and the role of school organizational structures in encouraging capable young teachers to remain in the profession. The second part of the report discusses collegial observation and feedback as a means of bringing quality instructional leadership to schools. Instructional leadership can be a collective activity, drawing on the strengths and expertise of more persons than just the principal. The report examines why such observation and feedback is difficult. It also considers some of the benefits of and approaches to collegial observation and feedback. A reference list is included. (PS)

The success of a merit pay program depends primarily on careful, cooperative planning involving all constituencies who will be affected, so that the resulting plan is affordable, acceptable to teachers, and adapted to the needs of the district. Criteria for awards should reflect the goals of the program, and should be applied fairly and consistently by trained evaluators. Failure of merit pay programs normally results from ambiguous or inconsistent standards, remote or authoritarian planning, or arbitrary award determinations (all of which engender teacher opposition), or from unforeseen administrative complexities and budget limitations. (TE)

Research indicates that the relationship between class size and instructional effectiveness depends on a multitude of related variables, such as age level of students, subject matter taught, and instructional methods used. Recent statistical syntheses of this research reveal that the instructional benefits of smaller classes are most significant for classes with under 20 students; between 25 and 40 students, class size has little overall effect on educational quality. (TE)

Microcomputers can vastly improve the efficiency of data management, data analysis, and communications in the school office, but implementation should be carefully planned, with attention to relative cost for benefits obtained, appropriateness of software and hardware, and potential security risks. (TE)

Recent concern for the quality of education has placed pressure on school administrators to assess and upgrade the competency of their teaching staff. No simple formula exists for measuring teacher competency, however, nor are any new methods guaranteed to improve the quality of instruction. Nevertheless, through a combination of clinical supervision, teacher evaluation, inservice education, incentive programs, and instructional leadership, administrators can upgrade the competency of their staff and increase the likelihood of attracting and retaining competent and devoted professionals in their classrooms. (TE)

Teachers are primarily motivated by intrinsic rewards such as self-respect, responsibility, and a sense of accomplishment. Administrators can therefore boost morale and motivate teachers to excel through participatory governance, inservice education, and systematic, supportive evaluation. (TE)

Arguments for lengthening the school day and/or school year are predicated on the notion that more time devoted to learning will yield proportionally higher achievement scores. Research reveals, however, that the correlation between time and achievement is far slighter than expected. The quality of instructional time is more important than quantity; moreover, the costs of extending school time are disproportionate to any resulting instructional gains. (TE)

Dismissing incompetent tenured teachers is a difficult and time-consuming task. Contrary to popular opinion, however, that task is not impossible. Effective dismissal of incompetent teachers requires thorough, valid, and well-documented evaluation procedures, appropriate remediation efforts, and a fair hearing prior to dismissal. (TE)

On May 17 the Network of Spiritual Progressives (NSP) bought a full page ad in the New York Times to advocate for 'An Ethical Way to End the War In [...]