Financial planning for education is a difficult task as schools struggle for a share of diminishing tax resources. The presentation of school budgets for voter approval must be done as effectively as possible. When presenting budgets, administrators should take into account that the public has a low tolerance for detail, budgets are boring, a well informed public is more positive, presentation materials should be attractive and brief, support groups are needed, and the media should be used wisely. The most important component of the process is the presentation of the budget support material. Fifteen suggestions for presenting budget proposals to the public are provided. The printed budget should be attractive, be self-explanatory, answer the public's questions, use graphics and easily understood tables, and use clear uncluttered prose. The author provides an example of a "bird's eye" budget that is easy to read, understandable, and inexpensively produced. A checklist for assessing a school's budget presentation is provided. Selling budgets in difficult times is hard work that takes careful planning and thorough understanding of demographics, social climate, and financial capabilities. (MD)

From the publisher. Improve your school's productivity with existing resources by implementing performance-based budgeting. Included are step-by-step instructions for how to do more with less.

Developing budgets that meet economic constraints and instructional expectations is challenging. This valuable resource is for administrators who want to enhance their instructional, technical, and managerial skills as visionaries, planning coordinators, and budgeting managers.

This booklet discusses peer coaching as a form of staff development for assisting teachers to transfer new skills into their active teaching repertoire. This assistance can be provided by another teacher, administrator, specialist, or university professor. The first chapter examines some models of peer coaching such as how the coaching is initiated, who serves as coach, and the coach's role in the classroom. The second chapter discusses several elements that research and practice indicate contribute to effective coaching. In the final chapter, suggestions are offered for initiating and implementing coaching at both the preservice and inservice levels. (JD)