Two vocational supervisors in each of 47 states were asked to rate the importance of and difficulty associated with learning 106 competencies in 10 areas of vocational administration. Seventy-six administrators responded. In the area of providing technical assistance, providing program guidelines and recommendations and assisting with the interpretation of statutes and regulations were rated most important. Identifying priority issues and developing program standards and criteria were the highest scored among the program leadership competencies. Conducting on-site evaluations, maintaining liaisons with teacher education institutions, cooperating with public agencies, and maintaining membership in professional organizations were the highest-rated competencies in the respective categories of monitoring and evaluating programs, coordinating pre- and inservice training, establishing linkages, and engaging in personal and professional development. The category of performing office administration had the highest percentage of criteria and received a Likert rating above 4.0. Although all of the aforementioned categories included at least one competency that received a Likert rating of 4.0 or more, the categories of coordinating vocational student organization activities, acquiring and managing financial resources, and marketing programs did not. This report also includes additional task statements that the respondents considered important and informative about the administrators and their states. (MN)