A major movement is underway to reorder preservice and inservice preparation, certification requirements, and on-the-job performance of public school administrators in terms of specified competencies. The movement stems from the recognized need for more precision in training programs and more valid assessment procedures for measuring the performance of administrative officers. The intent of the study reported here was to develop procedures that would identify and validate statements of competence that could then be used in satisfying the need for data-based planning of preservice and inservice educational programs. These same validated statements of competence could also be used as criteria for personnel selection, or for advancement and merit considerations. This procedure may thus be used to produce data for determining which competencies ought to be acquired in a preservice educational program for preparing principals, or with inservice programs that seek to improve the quality of the principalship. (Authors)