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ERIC Number: ED214253
Record Type: RIE
Publication Date: 1982-Feb
Pages: 63
Abstractor: N/A
Reference Count: 0
Training of the School Administrator: State of the Art. An Occasional Paper.
Pitner, Nancy J.
Assessing school administrator training involves comparing what administrators do with what they are trained to do in university preservice programs and non-university inservice programs. Research on educational administrators shows their work activities are brief, discontinuous, unpredictable, verbal, and generally unrelated to school instruction or curriculum. University preservice programs for administrators are fairly uniform and offer only limited field experience. Little research has been done to evaluate these university programs; however, scholars' observations and the comments from practicing school administrators indicate that preservice training fails to prepare administrators to make quick decisions, communicate effectively, and deal with value-laden issues. These criticisms suggest that administrator preparation must include both cognitive and technical skills. Presently, educational administrators acquire technical skills through inservice programs that augment or replace graduate training; these include nonresidential graduate programs, various clinical training strategies, and inservice education. The inservice programs all relate to specific job content, match problems with solutions, and favor peer communication. Deciding the content of preservice or inservice training involves identifying the knowledge or skills needed, specifying the scope and sequence of the training, and determining the people and programs responsible for each segment of the training content. (RW)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.