This article develops a conceptual framework for the application of schema theory to the appraisal of expertise in school administration and reports the results of a study conducted to investigate relevant variables. More complex schemata of the kind considered likely to be associated with expertise were viewed as being associated with both greater attention to detail and a more abstract approach to problem solving. The relationship of these characteristics to judged expertise in transcribed think-aloud responses to a case problem was investigated with reference to the effects of professional experience. Results showed that attention to detail and level of abstraction were both positively related to judged expertise. Professional experience in schools-but not necessarily in the principalship-was also positively related to judged expertise and the other variables, with some interesting exceptions.
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