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Teacher evaluation should be a top priority for principals, says this writer. He discusses both the necessity and the methods of evaluation, saying that, if administrators don't face up to this issue, the political results will be damaging.
Broad cultural study is necessary for international coop eration, says Reischauer. He suggests a major overhaul in curricula to include, at all levels and in all fields, material drawn from non-American and non-Western experience.
Policy makers in school systems, state and local, need the kind of data only the school principal can supply, con tends this author, who reasons that the closer one can go to the frontline for his information the more effective he will be.
What really counts in education, writes the Commission chairman, are goals, objectives, and the results. He pre sents here highlights of several of the Commission's positions, including teacher training, rank-in-class, the Carnegie Unit, and alternatives.
Organizational development can improve working rela tionships in a school and, as a result, improve the educa tional climate, says this author. He tells the story of his school's experience and growth.
Staff evaluation is discussed here in terms of how much can be expected of a teacher according to his experi ence. Should a first-year teacher be evaluated differently than a teacher in his tenth year of experience? This author has some ideas to share.
This HEW spokeswoman emphasizes the principal's need to be knowledgeable of the many child-oriented com munity agencies that can help the school deal with student problems—either legal or social.
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