This paper proposes a model of a democratic paradigm for educational researchers and practitioners. It attempts to explore the kinds of thinking that would be required to create such a system, to determine what principles and curriculum theories are involved and how they would work. It seeks to relate this model to the new National Council for Accreditation of Teacher Education (NCATE) requirements, and to determine what problems must be faced in dealing with the realities of the changes in education. In looking at the historical background the paper concludes that American educators are not moving toward implementing this new model, which is so important if educators are to bring about needed change and reform that will meet the curriculum standards approved by NCATE. The paper then briefly summarizes the results of a survey conducted within the Southern Regional Council of Educational Administration (SRCEA), and proposes a list of new courses for analysis and comment by the conference attendees. The paper concludes that adoption of such a new democratic paradigm would dramatically and positively change how professors prepare potential candidates for administrative positions. (Contains 13 references.) (CH)