This paper describes two conceptual models for addressing long-range development needs of principals. The first, a job competency model for managing productive schools, presents a comprehensive view of the central job tasks of the principal for stretching the school's capacity to influence achievement norms. Changing the school's work norms requires the interrelationship of four job task clusters: organizational planning, staff management, program development, and productivity assessment. Within these clusters fall the following 10 job competencies: schoolwide goal setting, work group performance, individual staff performance, staff development, clinical supervision, work group development, quality control, instructional program development, resources development, and evaluation. The second concept a competency development model within the context of a school district, provides a way of "thinking about" managing the competency development process of principals. It identifies the context for principal skill development (school district expectations and followup coaching) and the process of competency development in a workshop setting. Six steps (readiness, concepts, demonstration, practice, feedback/reinforcement, and transfer) provide a structure for the successful planning and management of the competency development process. Principals participating in the Managing Productive Schools Training Model, developed by the Pasco County (Florida) School District, reported that the peer coaching dimension was perhaps the most powerful of all in helping them to develop new levels of competence. Two figures are included, and three references are appended. (IW)