An instrument for assisting in the selection of mentors for principal interns was developed using six clusters of basic and high-performing principal competencies and five clusters of mentoring traits. The representative sample included 91 principals from Broward County, Florida public schools. A Likert-type scale rated the percentage of time during the principal's career an influential person had spent exhibiting principal competencies and mentoring traits. All squared multiple correlations, predicting mentoring traits from principal competencies, were significant (p < 0.0001), ranging from 0.63 to 0.89. Predictive discriminant analyses yielded models with significant (p < 0.005) cross-validated classification accuracies for mentors (97%), non-mentors (81%), and the sample (84%).

environments. Teachers are responsible for 150-170 students every day for an 180-day school year. Management procedures such as taking attendance and collecting homework reduce the amount of instructional time for students. As a result, teachers are often forced into lecture and worksheet-oriented instruction since time limits prevent group and hands-on activities. The national call for restructuring instructional time in high schools has brought block scheduling to the attention of school district personnel across the nation. Block scheduling, which allows classes to be organized in larger blocks of time, gives teachers and students more flexibility when participating in instructional activities. Models include the Alternate Day Block Schedule, 4/4 Semester Block Schedule, Copernican Plan, and Trimester Plan (Carroll, 1990; Canady and Rettig, 1995). Research comparing traditional scheduling to block scheduling heralds the benefits of blocks: improved student conduct, lower dropout rates, better student academic performance, and increased course offerings (