An evaluation of the achievement of selected goals and objectives in an innovative preservice administrator preparation program

This study was designed to evaluate the achievement of selected goals and objectives of the Administrator Development Academy. This program was implemented to address issues identified as deficiencies in university-based preservice administrator training, as well as historical issues of concern in one university's department of educational administration. Underlying assumptions of the study were that (1) preservice administrator preparation can contribute to the knowledge, skills, attitudes, and values necessary for effective administration; and (2) that candidates screened primarily on academic criteria can develop the necessary leadership skills for effective administration.;For this descriptive study, two student questionnaires and student and faculty interviews were constructed, along with formative feedback instruments for the 24 participants and two faculty members. The theoretical framework used for the evaluation was W. W. Charters' four levels of program description leading to program outcomes.;The findings indicated that the Administrator Development Academy was successfully implemented. As a result of the Academy, all students acquired the knowledge base of administration to varying degrees, most students demonstrated a vision of effective administration which included behaviors identified in the literature as those demonstrated by effective administrators, and most reached clarity as to their own goals concerning careers in educational administration.;Conclusions from the study included that (1) students who self-selected into the program did less well than those who were nominated by their school administrators on the acquisition of the knowledge base of administration; (2) the innovative use of task groups was meaningful in the learning experience of students in the Academy; (3) the proactive recruitment effort of the Department of Educational Administration to the Administrator Development Academy included essential roles for practicing administrators to identify and support potential administrative talent; (4) teaching methods were traditional and innovative, with the intensive context of the program affecting students' and faculty performance.;Based on the findings and conclusions of the study, recommendations were made to the Department of Educational Administration regarding program adoption and implementation. Recommendations for further study included a comparative study of preservice administrator training institutes and academies, especially where they have been adaptations of existing curricular programs. (Abstract shortened with permission of author.).