The delivery of professional preparation and development programs for school administrators: The Commonwealth Caribbean

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This paper explores certain dilemmas in the professional preparation of school administrators, particularly in developing nations. It begins by reviewing the issue of specialist preparation and development for educational administrators, examining arguments for and against specialist training. A discussion of the extent of Canada's commitment to professional training for educational administrators provides a context in which to describe a framework developed in Manitoba for planning the preservice and continuing development of administrators. This framework hinges on the establishment of a strong link between the purposes of and the delivery methods for professional training. The framework assumes the existence of a continuum of skills important to administrators, the need to assess an administrator's progress along the continuum, and the need to develop preservice and inservice programmes that take both the skill to be taught and the skills already learned into account. Although preservice programmes should probably focus on basic "survival" skills and inservice progammes on skills for handling problems developing in practice, the traditional content of such programmes is usually the reverse, as a discussion of Manitoba's system illustrates. The paper concludes by applying these observations to the unique situation found in the Caribbean


Symposium on the Professional Preparation and Development of Educational Administrators in Commonwealth Developing Areas, Bridgetown, Barbados, 26-30 Aug., 1985
Caribbean Society of Educational Administrators

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