ERIC Number: ED347163
Record Type: Non-Journal
Publication Date: 1992-Jun
Reference Count: N/A
The Licensure of School Administrators: Policy and Practice.
Ashbaugh, Carl R.; Kasten, Katherine L.
This study describes current, widely varied state practices in the licensure of school administrators and identifies salient policy issues with attention to recommendations for best professional practice, including those in reports issued by the National Commission on Excellence in Educational Administration and the National Policy Board for Educational Administration. The results of a biennial survey of 50 states and the District of Columbia conducted by the American Association of Colleges for Teacher Education (AACTE) State Issues Clearinghouse are reported, focusing on policy issues emerging from composite state licensure requirements. Common points of comparison were selected, with analysis based on the license most commonly in use at the school principal and superintendent levels. Results suggest the following recommendations: provision for collaboration among groups with vested interests in the quality of school administrators; development of a national examination and exploration of national certification; state licensing boards that would cooperate with a national policy board and national accrediting agencies; coordination of professional development opportunities; and establishment of advisory groups to graduate programs in educational administration. (LL)
Descriptors: Administrator Education, Administrator Qualifications, Certification, Comparative Analysis, Elementary Secondary Education, Higher Education, Licensing Examinations (Professions), National Surveys, Principals, Professional Development, State Licensing Boards, State Standards, Superintendents
American Association of Colleges for Teacher Education Publications, One Dupont Circle, Suite 610, Washington, DC 20036 ($15.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Policy Board for Educational Administration, Fairfax, VA.; Ford Foundation, New York, NY.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.