Part I

A REVIEW OF CURRENT PRACTICE, THEORY, AND OPINION IN 62 REPRESENTA

TIVE INSTITUTIONS AT THE

GRADUATE LEVEL

1

Introduction

THERE CAN BE no doubt that the problems, incident to providing adequate professional education for administrative personnel in our public schools, loom large in the thinking of all who are concerned with the quality of educational leadership in America. This has been especially true during the past few years. Witness the almost simultaneous attack upon these problems by universities and other training centers and by the American Association of School Administrators.

Three specific approaches to these problems on a national scale have been made in late years beginning in February 1937, when the then "Department of Superintendence" adopted a resolution at New Orleans authorizing the incoming president to appoint a committee of seven members to inquire concerning desirable qualifications for admission to the profession of school administration and to study the problem of the qualifications of future incoming members of the department. In 1938 the National Association of Colleges and Departments of Education authorized the appointment of a committee which was charged with the responsibility of studying the present practices used in the education of school administrators, and proposing a new program for consideration. It was believed that the work of the administrator was so important to the efficiency of the American school system, that the problem of how best to prepare this officer for his task was a matter of vital consideration to colleges and departments of education. Reports of the work of these two committees became available just before this present study was undertaken.' These reports form important contributions to the literature in this field, which it is the purpose of the present study to supplement and expand in scope. Further reference will be made to their findings as they relate themselves to the various aspects of this study.

The American Council on Education published its preliminary study of the broad problems in teacher education in 1938. The establishment of its Commission on Teacher Education soon followed and its 5-year program got under way. In this preliminary study the problem of education for administration was identified as a part of the broad

1 Cocking, Walter D. and Williams, Kenneth R. The education of school administrators. Procedures used at selected institutions. Sponsored by the National association of colleges and departments of education and the Commission on teacher education of the American Council on Education. Washington, D. C., The Council, April 1940. 146 p. (mimeo.)

Standards for superintendents of schools. A preliminary report of the Committee on certification of superintendents of schools. American association of school administrators. The National Education Association. Washington, D. C., The Association, 1939. 63 p.

The superintendent of schools and his work. Final report of the Committee on certification of superintendents of schools. American association of school administrators. The National Education Associa tion. Washington, D. C., The Association, 1940. 48 p.

field of teacher education. It was pointed out that "there must be those who teach teachers; those who experiment and carry on research in teacher education; those who develop policies, plans and programs; and those who administer. The field of teacher education should include leadership for all these tasks."2 Among the major problems in the education of teachers was listed the following: "What should be the amount, nature and organization of graduate work in the education of teachers and administrators?"

This present study was undertaken following an extensive field trip in May 1940. Contacts were made with the staff members of schools and departments of education in 13 selected institutions and with a considerable number of representative city and State administrators. There seemed to be very general interest in the possibilities of such a study for several reasons. Institutional staff members were interested in an exchange of information concerning practice and experimentation in other institutions, in addition to the 15 reviewed in the Cocking and Williams study. School administrators were equally concerned with the identification of problems related to the education of school superintendents and principals and in efforts which might stimulate extension of opportunities for additional training as well as extension of cooperations with State departments in setting up criteria for certification. Altogether it seemed an appropriate time for such a general survey.

A schedule of information was therefore prepared, designed to elicit information as to current practice, theory, and opinion with respect to graduate programs in education for school administrators in five important problem areas. The questions asked reflected interests which had been expressed in conferences and conversations held with staff members in education, with city school administrators, and with officials in State departments of education. The schedule of information and covering letter are reproduced in appendix A.

This document was distributed to all institutions which were known to offer programs in school administration at the graduate level. Since full information was not conveniently available with respect to the offerings of all institutions listed in the Educational Directory, the mailing list was expanded to be inclusive rather than exclusive. This list finally included 146 institutions and the schedule of information was mailed on October 1, 1940. Seventy-nine institutions responded. Of these, 62 provided answers to all questions and generously furnished supplementary information and materials requested. The remaining 17 reported that they offered no program at the graduate level. The 62 cooperating colleges and universities are distributed geographically

'Major issues in teacher education. American council on education studies. Washington, D. C., The Council, February 1938. Series I, vol. II, p. 2.

Ibid., p. 4.

in 35 States, the District of Columbia, and Hawaii. They include in representative numbers all types of institutions concerned with professional education for school administration. A complete list is provided in appendix A.

In this report these returns will be analyzed to reveal trends in practice with a sampling of descriptive accounts of activities and expressions of opinion that seem especially interesting and suggestive. While little emphasis is given generally to the quantitative aspects of the study, tabulations are offered for the group as a whole to emphasize an apparent wide range of variation in practice or opinion in some important areas. It is hoped that perhaps the problem areas which are high-spotted in this report may suggest break-downs within which, ultimately, evaluative criteria may be developed. The reader should bear in mind throughout that this study is devoted primarily to factfinding with respect to current practice and opinion for whatever informative and stimulative value it may have to institutions, agencies, organizations, and individuals concerned with these and related problems.