Education and training requirements for Education administratorsMost education administrators begin their careers in related occupations, and prepare for a job in education administration by completing a master�s or doctoral degree. Because of the diversity of duties and levels of responsibility, their educational backgrounds and experience vary considerably. Principals, assistant principals, central office administrators, academic deans, and preschool directors usually have held teaching positions before moving into administration. Some teachers move directly into principal positions; others first become assistant principals, or gain experience in other central office administrative jobs at either the school or district level in positions such as department head, curriculum specialist, or subject matter advisor. In some cases, administrators move up from related staff jobs such as recruiter, guidance counselor, librarian, residence hall director, or financial aid or admissions counselor. To be considered for education administrator positions, workers must first prove themselves in their current jobs. In evaluating candidates, supervisors look for leadership, determination, confidence, innovativeness, and motivation. The ability to make sound decisions and to organize and coordinate work efficiently is essential. Because much of an administrator�s job involves interacting with others—such as students, parents, teachers, and the community— a person in such a position must have strong interpersonal skills and be an effective communicator and motivator. Knowledge of leadership principles and practices, gained through work experience and formal education, is important. A familiarity with computer technology is a necessity for principals, who are required to gather information and coordinate technical resources for their students, teachers, and classrooms. In most public schools, principals, assistant principals, and school administrators in central offices need a master�s degree in education administration or educational supervision. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, which are not subject to State licensure requirements, some principals and assistant principals hold only a bachelor�s degree; however, the majority have a master�s or doctoral degree. Most States require principals to be licensed as school administrators. License requirements vary by State. National standards for school leaders, including principals and supervisors, have been developed by the Interstate School Leaders Licensure Consortium. Many States use these national standards as guidelines to assess beginning principals for licensure. Increasingly, on-the-job training, often with a mentor, is required for new school leaders. Some States require administrators to take continuing education courses to keep their license, thus ensuring that administrators have the most up-to-date skills. The number and types of courses required to maintain licensure vary by State. Educational requirements for administrators of preschools and childcare centers vary depending on the setting of the program and the State of employment. Administrators who oversee school-based preschool programs are often required to have at least a bachelor�s degree. Child care directors are generally not required to have a degree; however, most States require a credential such as the Child Development Associate credential (CDA) sponsored by the Council for Professional Recognition or other credential specifically designed for administrators. The National Child Care Association, offers a National Administration Credential, which some recent college graduates voluntarily earn to better qualify for positions as childcare center directors. Academic deans and chairpersons usually have a doctorate in their specialty. Most have held a professorship in their department before advancing. Admissions, student affairs, and financial aid directors and registrars sometimes start in related staff jobs with bachelor�s degrees—any field usually is acceptable—and obtain advanced degrees in college student affairs, counseling, or higher education administration. A Ph.D. or Ed.D. usually is necessary for top student affairs positions. Computer literacy and a background in accounting or statistics may be assets in admissions, records, and financial work. Advanced degrees in higher education administration, educational supervision, and college student affairs are offered in many colleges and universities. The National Council for Accreditation of Teacher Education and the Educational Leadership Constituent Council accredit these programs. Education administration degree programs include courses in school leadership, school law, school finance and budgeting, curriculum development and evaluation, research design and data analysis, community relations, politics in education, and counseling. Educational supervision degree programs include courses in supervision of instruction and curriculum, human relations, curriculum development, research, and advanced teaching courses. Education administrators advance through promotion to more responsible administrative positions or by transferring to more responsible positions at larger schools or systems. They also may become superintendents of school systems or presidents of educational institutions. More information on Education administrators from The U.S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook Overview of Education administrators occupation Number of Education administrators in the U.S. Salary and earnings for Education administrators Working conditions for Education administrators Significant points for Education administrators Training requirements for Education administrators Labor Information Home | Occupational data by city | Search Rainforests | Madagascar | What's new |