A conjoint planning paradigm for the development of a professional preparation program for the urban school administrator

Abstract

The purpose of this study was to develop and test, in an actual operational setting, a conjoint planning process for the professional preparation of the urban school administrator that can be used by urban school districts and university preparation centers in the early stages of program development. The conjoint planning process was illustrated by a paradigm designed by the researcher. The paradigm was designed to focus on the congruence between descriptive and tacit dimensions of attitudes held by a set of program planners working toward a common goal. It was assumed in the design of the paradigm that the initial planning for an exemplary preparation program for urban school administrators could be greatly enhanced if opportunities were provided for client participation and representation. If urban district-university representatives could clearly identify and subsequently analyze areas of agreement and nonagreement regarding the planning process, effective conjoint problem solving and program planning should result. The field study was conducted using administrators of the Houston Independent School District (HISD) Staff Development Department, HISD administrators participating as students in the administrative staff development program, and faculty of the Educational Administration Department of Texas A&M University. The 42 item survey instrument used to obtain data input resulted from an original pool of 441 statements gathered from the study participants by the researcher. Nominal group sessions were conducted with each of the three field groups to elicit the statements..