ࡱ> PRO` [jbjb rF|c|cN 4n h <6 $nf f f f f ,jR))f f >f f D.@:,Z a  T0 HHnn$ nn Improving The Preparation of School Administrators An Agenda for Reform The National Policy Board for Educational Administration  Headgrartered at University of Virginia Curry School of Education Ruffner Hall Charlottesville, VA 22903 The National Policy Board for Educational Administration is committed to the improvement of educational leadership. This report specifies a nine-item agenda for improving the preparation of administrators who will lead our nation's elementary and secondary schools and school districts. These nine items are grouped into three categories of necessary change addressing people, programs, and assessment. People The National Policy Board advocates the improvement of preparation programs by modifying the quality, diversity, and numbers of people involved in those programs and specifically recommends that: 1. Vigorous recruitment strategies be mounted to attract The brightest and most capable candidates, of diverse race, ethnicity, and sex, and A minority enrollment at least comparable to the region's minority public school enrollment. 2. Entrance standards to administrator preparation programs be dramatically raised to ensure that all candidates possess strong analytic ability, high administrative potential, and demonstrated success in teaching' including Assessment of analytic ability and administrative aptitude by a standardized national test, with admission to preparation programs limited to individuals scoring in the top quartile, and Assessment of teaching excellence by state licensure, a master's degree in teaching, and evidence of successful teaching in a classroom setting. 3. The quality of faculty in administrator preparation programs be ensured by Strengthening faculty recruitment, selection, and staff development programs, Maintaining a critical mass of at least five full-time faculty members, Providing the bulk of teaching, advising, and mentoring through full-time faculty who have demonstrated success in teaching, clinical activities, and knowledge production in the field, and Ensuring a student-faculty ratio comparable to other grad uate professional degree programs on campus. 'The teaching requirement should be considered optional in the case of the position of chief school business administrator. Programs The National Policy Board advocates strengthening the structure, duration, and content of the pre-service preparation of educational administrators and specifically recommends that: 4. The doctorate in educational administration (Ed.D.) be a prerequisite to national certification and state licensure for fulltime administrators who are in charge of a school or school system 2 and Sixth year or specialist degree programs in educational administration be abolished for this level of position, Programs in educational administration terminating in a master's degree be abolished altogether. 5. One full-time year of academic residency and one full-time year of field residency be included in the Ed.D. preparation program. Modifications in the type or duration of the clinical residency are permitted for candidates with full-time administrative experience in education. Additional appropriate program requirements are to be determined by the faculty of the graduate school or graduate division in education at each institution. 6. The elements of the curriculum be developed to transmit a common core of knowledge and skills, grounded in the problems of practice, including Societal and cultural influences on schooling, Teaching and learning processes and school improvement, Organizational theory, Methodologies of organizational studies and policy analysis, Leadership and management processes and functions, Policy studies and politics of education, Moral and ethical dimensions of schooling. 7. Long term, formal relationships be established between universities and school districts to create partnership sites for clinical study, field residency, and applied research. 'Although a chief school business administrator may be prepared in a doctoral program in educational administration, alternative routes to this specialization are appropriate including, for example, an MB.A., a sub-doctoral program in education, or a joint education-business program Assessment The National Policy Board advocates the development and implementation of quality assurance mechanisms and specifically recommends that: 8. A national professional standards board consisting primarily of practicing school administrators be established to develop and administer a national certification examination and that states be encouraged to require candidates for licensure to pass this examination. 9. National accreditation of administrator preparation programs be withheld unless the programs meet the standards specified in this report and that criteria for state accreditation and program approval include these standards. 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