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Reflections and Commentary From the Field: Connecting the Reform of Administrator Preparation to the Reform of Teacher Preparation

College of Education at the Pennsylvania State University

Purpose: Attention is drawn in this article to the presence and dysfunctional nature of a disconnection between professional preparation programs for administrators and for teachers.

Findings: A case is made for achieving greater alignment between the work going on in these areas, particularly in light of the growing efforts to hold schools accountable for pupil performance gains. A case is also made for balancing reform efforts so that disproportionate attention is not paid to one area relative to the other.

Key Words: teacher preparation reform • administrator preparation reform • certification standards

This version was published on April 1, 2008

Educational Administration Quarterly, Vol. 44, No. 2, 282-295 (2008)
DOI: 10.1177/0013161X07309477


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