In addition, AASA states that administrators must possess a thorough understanding of the learning process, as well as the ability to communicate and cooperate with people of diverse cultures, positions, and perspectives within the school and the community. School administrators should share a common vision about the role and style of twenty-first century schools and about their position within the larger society and world community. The report adds that knowledge of changing societal conditions and the global community and the abilities to use political and legal processes and work with parents as partners are crucial to facilitating effective school practices. The board further recommends that preparation programs be grounded in a thorough understanding of the teaching and learning process. In addition, trainees should develop research and organizational skills as well as an understanding of the cultural, ethical, and political dimensions of schooling.
Internships offer practical experience to candidates in administrator preparatory programs.
LaCost proposes an andragogical or self-directed approach to learning. Candidate observes a practicing administrator and responds in a seminar with questions, analysis, and reflection on potential to grow into a similar role. This phase is accompanied by one or more seminars where interns and professors continue active dialogue on the interrelationship of theory and practice. A mentorship involves a guided, supportive working relationship between an intern and a school administrator. They are available to give informal, constructive feedback about specific job functions.