Traditional preparation programs have done a wonderful job of preparing
administrators for the traditional environment, but as the new administrator
steps forth into the arena of high stakes testing and technological terrorism
where pressing legal precedent is lessBrown v. Board of Education (1954)
than Klump v. Nazareth Area School District (2006), one must examine if
our programs have kept up to date (Young, Crow, Orr, Ogawa, &
Creighton, 2005). Staying with legal examples, are we prepared to say that
our assistant principal is or is not free to count a classroom picture as
directory information and thus post the photo on the web without violating
the Family Educational Right to Privacy Act? Is that same assistant free to
claim that the Deepfreeze program is enough to ensure compliance with the
Children’s Internet Protection Act? Did our preparation programs address
these issues in enough detail that our new administrators would be prepared
to make informed decisions? These are the questions, which must drive
our examination of what must happen to ensure that our administrators
have the knowledge they need to operate at a high level in an increasingly
technological world.