چکیده (انگلیسی):

Both the 1996 Interstate School Leadership Licensure Consortium (ISLLC) standards and the 2002
Educational Leadership Constituent Council (ELCC) standards, adopted by preparation programs nationwide have a strong emphasis on democratic ideals. By aligning their programs with these standards
education administration faculty have taken a step in the right direction. This paper, as part of a larger
mixed method study examines the degree to which faculty's perception of the change environment, the
attitudes and dispositions they exhibited during the implementation process, and their choice of programstandard alignment strategies reected the democratic ideals they wish to instill in graduates of their
programs. The ndings of this study conrm that a collaborative, collegial atmosphere prevailed. While
the attitudes and dispositions that faculty exhibited demonstrated democratic ideals, this was not always evident from their choice of strategies. Much of the work was done by faculty, or by committees
comprised primarily by faculty. Group dierences were observed in strategies used and found to be
benecial, when compared across accreditation and Carnegie classication status. To ensure that the
program modication process is both democratic and inclusive, faculty should adopt a more proactive
approach in engaging graduates of the program, current graduate students, superintendents, principals,
and teachers in the actual process of program review, evaluation, and development.