A conceptual model for the preservice preparation and ongoing professional development of school administrators is presented. The model takes into account two areas identified by reformers as needing attention: the increase of collaborative efforts between universities and local school systems and the opportunity for more "clinical" learning opportunities. The model includes three dimensions: (1) academic preparation; (2) field-based learning; and (3) a newly conceptualized element referred to as "personal formation." All of these dimensions are discussed in detail, and the paper also includes a description of the ways in which the three dimensions might be incorporated into a view of one's administrative career, from preservice to entry to ongoing inservice. There could be differences in reliance on field based learning and academic preparation, but personal formation is consistently important in any professional development plan. Sixty-two references are appended. (SI)