Problems in Developing Clinically-Based Administrator Preparation Programs

A clinically-based innovative principalship program developed by the University of Alabama is described and selected elements are highlighted to illustrate potential problems in establishing and conducting clinical administrator preparation programs. University-based issues discussed include unclear knowledge base, lack of program structure and coherence, and the art-and-science concept of the professor. School-based issues discussed are student residency, district-level professional development, and sponsoring potential leadership. It is suggested that future clinical programs can be more effective if state boards of education, universities, local school administrators, and administrator professional associations address the following policy issues: (1) provide induction and continuing development for administrators; (2) develop a statewide administrator preparation plan; (3) develop consensus regarding the knowledge base; and (4) explore expanded concepts of the professorate. (7 references) (SI)