This paper describes the Leadership Enhancement and Development (LEAD) preparation program implemented in Gwinnett County School District, Georgia, and designed to prepare participants for assistant principalships in the school district. Those selected for the program completed year-long coursework and a 12-week internship. This report presents…

Components of a successful internship program are described in this report, with a focus on internships in middle management. Included are descriptions of program characteristics, pre-internship experiences, pre-internship options, knowledge prerequisites, seminars, funding and district cooperation, student and site matching, placement options,…

This paper draws on research conducted to achieve three general purposes: (1) determine the characteristics of Kentucky's 1997-98 principal and assistant principal interns and whether their work differed; (2) ascertain whether work differences existed among interns according to gender or school level--elementary, middle, or high; and (3) to…

First-year experiences in administration can color one's perceptions of the job, the career, and life goals. Ineffective socialization and assimilation during this period can also have serious consequences for staff, students, and community. This paper attempts to identify the significant issues, conflicts, and experiences occurring during the…

This paper describes the development and implementation of the Georgia Leadership Enhancement and Development (LEAD) program in the Gwinnett County School District. Implemented during the 1988-89 school year, the program is based on collaboration between the University of Georgia and the school district. Participants in the 12-month program are…

In 1985 the Kentucky General Assembly passed a comprehensive educational reform package including provisions for the Kentucky Beginning Principal's Intern Program (KBPIP). Evaluating the KBPIP involved three phases: identification of research goals, objectives, and data collection instruments; collection of data from participants; and…

This paper describes part of a study (Kraus 1996) involving 25 school administrators who attended one of five administrator preparation programs at four New England universities. The study addressed research questions regarding perceptions of administrators' job preparedness and how components of formal training programs (i.e., internships,…

An investigation sought to ascertain the characteristics of preservice administrator graduates of the New York State Department of Educational Leadership and Administration (DELA) master's degree and professional diploma programs on the bases of their demographic traits, their career status and expectations, and their perceptions of their program…

Recently much attention has been focused on the quality of educational leadership programs in the United States. A central issue in improving the preparation of educational leaders concerns the necessity and value of engaging in more systematic collaboration among universities (and the various units within them), departments of educational…

If educational administration preparation programs are to become more effective, basic premises need changing. Behavioral and social science knowledge must be deliberately included in the design, structure, and utilization of training programs drawing on the theoretical and empirical literature of socialization of adults in complex organizations.…

The Ohio Vocational Education Leadership Personnel Development Program is designed to prepare additional personnel needed to provide administrative and supervisory leadership services necessary to provide vocational opportunities for all. Phase 1, preservice, is an intensive workshop starting in July. This comprehensive program concerned with all…

The value of field experience in administrator preparation programs is assessed in this paper, which examines commonly held beliefs about field experience. The following values of field experience--that it assesses career commitment, refines school goals, provides practice in real settings, and develops personal and professional competence--are…

Beginning educational administrators often find that they are unprepared to deal with the realities of school administration. This paper describes how the Halifax County, North Carolina, school system worked with a national organization and an area university to develop a plan to improve its administrator-preparation program. In 1992 the school…

A restructured administrator preparation program, the Regional Principal Preparation Program, is described in this report. The program is characterized by university/school cooperation, onsite delivery, job-relevant curriculum, full-time internships, mentorships, adequate candidate assessment, individualized educational programming, and followup…

Implementing the Least Restrictive Environment (LRE) and/or the full inclusion philosophy (which advocates disabled students participating in regular classrooms) creates new needs and places new demands on public school personnel. This paper presents a review of research studies that examined the extent to which administrators had knowledge of…