As this monograph shows, information exists regarding mentoring's value in private business and benefits experienced by mentored school administrators. However, the literature contains few descriptions regarding benefits realized by individuals serving as mentors in programs designed to prepare educational leaders. A recent study involved the use…

This article looks at the problems and issues characteristic of the beginning years of principalship. Recommendations for strengthening the potential leadership contributions of incoming administrators are proposed. (MT)

Certain characteristics qualify individuals to serve as mentor principals, including experience as practicing school administrators, demonstration of positive leadership qualities, ability to question beginning administrators appropriately, acceptance of alternative management methods, desire to promote exceptional performance, ability to model…

Examines three past conceptualizations of school administration and leadership (scientific or efficiency approaches, the human relations approach, and human resources development), outlines assumptions of each approach, and discusses implications for administrators' professional development. Current restructuring and school-based management…

Mentoring has become an accepted and desirable part of the preservice preparation of educational administrators. This paper focuses on the responsibilities of those who are being mentored, often referred to as "mentees" or "proteges." It is argued that mentoring is a teaching-learning process to which participants bring…

In an effort to compare five models used in delivering inservice instruction to administrators, a survey questionnaire was developed. The goals were to identify the principals' evaluations and perceptions of these models, to summarize the findings of the study, and to present the implications concerning the design of inservice education and the…

Although field-based learning is alleged to be a vital part of educational administration training programs, this research review shows that high quality investigation is scarce. Most work lacks a theoretical base, so generalizability is severely restricted. Future research should concentrate on candidates' professional development and on issues…

Discusses the unique needs of school principals early in their careers, describing ways the needs have been addressed through enactment of an entry-year program in Ohio that involves structured and formal mentoring activities. The program stresses that mentoring and induction should fit a more comprehensive program of professional development. (SM)

The Socorro Independent School District is one of the fastest growing districts in Texas. In response to the complex issue of a rapidly growing and increasingly diverse student population, poverty, and shrinking pool of educational leader candidates, the district launched an Assistant Principals Academy, designed to prepare individuals to step…

Discusses recent trends in professional education that incorporate administrator mentoring. Explores the use of mentoring at the preservice preparation level by the Danforth Principals' Program and its use in the process of professional induction by the Ohio LEAD Center. Discusses selection and training of mentors. Explores characteristics of…

Describes a training program for principals who are mentors for other principals. After defining mentoring, the article considers fundamental assumptions about development of formal mentoring programs, then outlines a mentor training model. Evaluation indicates the program increased mentors' understanding of their mentor relationships and helped…

A method for matching leadership mentors with beginning teachers is described in this paper, with emphasis on personality types and psychosocial characteristics. A review of literature on guide matching concludes that research is inconclusive and that matching is often based on availability. Five fundamental assumptions of the personnel matching…

The Danforth Foundation Program for the Preparation of School Principals now being implemented at four American universities embodies two major emphases: (1) collaboration between universities and school systems and (2) experiential learning approaches. One important program aspect is mentoring relationships between candidates and experienced…

The benefits perceived by mentors themselves from serving as mentors in preservice preparation of educational administrators were studied for practicing school administrators assisting in the Danforth Foundation Program for the Preparation of School Principals. Mentors enjoyed participating and learning from program participants, as well as the…

The Danforth Foundation Program for the Preparation of School Principals has recently been implemented at Georgia State University, the University of Alabama, and The Ohio State University, and it will soon be extended to another 11 universities across the United States. This article provides a brief description of a week-long specialized training…