Forces of societal change have placed new demands on school administrators for skills to manage schools. The result has been an increasing realization of the need for improved university preparation programs and for more effective Human Resource Development (HRD) for practicing administrators. A growing body of research shows a very positive relationship between the leadership ability of principals and student growth in basic skill achievement. A comprehensive HRD program for potential or practicing school administrators requires substantial time, must be a sustained effort, and entails four major components. The first component is training in leader behavior. Administrators need to be helped to be sensitive to alternative models of leader behavior and to the human behavior aspects of leadership. The second component, training in management skills, involves the classic management functions of planning, organizing, and directing. The third component, training in instructional leadership, includes curriculum development, clinical supervision, staff development, and teacher evaluation. The final component of a comprehensive HRD program is the traditional administration course, covering such topics as school finance, theory, law, personnel, collective bargaining, public relations, and educational technology. (Author/MLF)