Exploring the Validity of Standards for School Administrator Preparation

Abstract

The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.