Professional Preparation Programs

This paper examines college and university educational administration (EDAD) professional-preparation programs and their current inertia caused by an intellectually based "war over standards " of knowledge and information. It describes how much of EDAD professional-preparation programs ' approach to knowledge is largely premised in conventional practice and how the powershift for control, authority, and influence over public schools can no longer continue to be reduced to the mere possession of information by school leaders. The locus for knowledge is momentously different from that of the past, and as such, is now anchored in the creation, management, and dissemination of new forms of a knowledge base driven by accelerated information technologies and emerging educational, entrepreneurial enterprises. Such enterprises range from private educational corporations to charter schools and are fully operational within the internal context of public schools. The ultimate purpose of a "knowledge base, " it i