During the last 30 years, the state of California has had a great obsession with determining appropriate preparation programs for public school administrators. In all reform cases, the alterations have come in the name of strong leadership, school improvement, quality leadership, and instructional leadership. Political posturing has been evident, as elected officials have wanted to be considered the saviors of the state's children. One outcome of this series of reforms is the devaluation of the university as a provider of appropriate school administrator education programs by introducing private-provider organizations and agencies. Recognizing the political posturing and the advocacy efforts that have been made, it is clear that there is a need for guidelines to assist in implementing new reform measures. Among recommendations are that the California Commission on Teacher Credentialing must play an objective role to maintain high standards in the approval, monitoring, and accreditation of programs; that programs need to provide meaningful balance of theory and practice, including field experience; that measures must be taken to coordinate programs to avoid duplication and yet still meet preparation standards; and that no new, additional programs or initiatives should be approved unless they are coordinated with or replace existing programs. (Contains 18 references.) (RT)