This volume presents the 2007 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This year's theme is "At the Tipping Point: Navigating the Course for the Preparation of Educational Administrators." This yearbook contains six parts. Part 1, Invited Chapters, includes the following: (1) President's Message (Linda Morford); and (2) The Basic Antinomy: The Living Legend Address to the National Council of Professors of Educational Administration, Opening Banquet, August 1, 2006, Lexington, Kentucky (Louis Wildman). Part 2, Navigating the Future through Practice, includes the following: (3) Achieving an Adequate School Finance System: Focusing on Longitudinal Data (Jimmy K. Byrd and John Brooks); (4) The Effects of a Community Mapping Inservice for Teachers on Their Perceptions about Their Schools' Communities (Denise P. Dunbar and Patricia Jones); (5) Assessing Educational Leadership Preparation Framework (Brenda F. Graham); (6) Relationship Building--Navigating the Future through Practice: Implications for Administrator Preparation (E. Jane Irons and Warren Aller); (7) An Investigation of Elementary Teacher Stress to Guide Educational Administrators in Curing the Early Career Departure of Elementary School Teachers (Michael Jazzar, Richard G. Lambert and Megan O'Donnell); (8) Building Capacity and Connectivity for Alternative Education: The Evolving Role of the Educational Administrator (Carol A. Kochhar-Bryant and Dennis L. White); (9) Perceptions of Leadership Behaviors by Female Principals (Cheryl McFadden and Susan Beck-Frazier); (10) The Tipping Point in Home, School, and Community Support for Hispanic Students' Participation in Advanced Placement Courses (Rebecca Robles-Pina and Raul Hinojosa); and (11) Co-Creating Leadership (Teresa A. Wasonga). Part 3, Navigating the Technological Imperative, includes the following: (12) A Scholarly Opportunity for NCPEA to Tip the World: Navigating the Technological Imperative (Theodore Creighton and John Eller); (13) Applying Learning Pattern Theory to Electronic Portfolio Development: Navigating On-going Programmatic Evaluation (Patricia Ann Marcellino, Susan Eichenholtz and Adrienne Andi Sosin); and (14) Technology Leadership Practices of Secondary School Principals (Kevin Matthews and Casey Graham Brown). Part 4, Navigating the Political and Policy Waves, includes the following: (15) University-District Partnerships for Principal Preparation: A Quest for Relevance (Connie L. Fulmer, Dorothy F. Garrison-Wade, Ken Reiter and Rodney Muth); (16) Building Capacity for Change in a Small Rural High School: One Woman's Journey (Peggy B. Gill, Genie B. Linn and Ross Sherman); (17) Being Attentive to Changing Student Demographics: Minority School Leadership and Multicultural Environments (Jean M. Haar and Jerry W. Robicheau); (18) Navigating the Internship through the Political Waves of Collaboration (Rayma Harchar, Kathleen Campbell and Frederick Dembowski); (19) Navigating the Political and Legal Ramifications of Intelligent Design (Wesley D. Hickey); (20) The Impact of the No Child Left Behind Act on Administrative Morale (John W. Hunt); (21) The Emerging Sixty-Five Percent Instructional Expenditure Rule Public Policy: Will Student Performance Improve? (Timothy B. Jones, Wayne D. Bingham and Sherion H. Jackson); (22) School Board Presidents' Perspectives on Teacher Tenure: Implications for Professors of Educational Administration (Thomas A. Kersten and Susan J. Katz); (23) Admissions to University-Based Programs: Faculty Assessment of Current Practices and Implications for Navigating the Future (Kaetlyn Lad); (24) Strategies for Surviving the Professional Victim Syndrome: Perspectives from Superintendents on Navigating the Political Waves of Contemporary Leadership (Walter S. Polka and Peter R. Litchka); (25) Analysis of Superintendent Search Criteria and the Standards for Administrative Preparation Programs (Al Ramirez, Dick Carpenter and Nadyne Guzmain); and (26) Navigating the Political and Policy Waves: State Education Leadership Policies and No Child Left Behind (Virginia Roach). Part 5, Navigating the Teaching and Learning, includes the following: (27) Mapping Principal Preparation Programs at the State Level: The Indiana Building-Level Administrator Study (William R. Black and Justin M. Bathon); (28) Charting the Course of Improvement: Using Hybrid Programs to Enhance Pedagogy for the Preparation of School Leaders (Leonard R. Bogle, Vickie S. Cook and Scott L. Day); (29) Research Skill for Effective School Leadership: School Administrator Perceptions (Julie P. Combs, Rebecca M. Bustamante and Eric D. Wilson); (30) The Efficacy of School Leadership Programs (Helen A. Friedland, Carol Fleres and Frederick Hill); (31) Navigating the Future through Practice: Preparing Future Leaders with an Elaborated Professional Development Model (Dianne C. Gardner, Joseph M. Pacha and Paul J. Baker); (32) Metaphor as an Instructional Tool to Develop Metacognition in Educational Leadership Students (Bobbie J. Greenlee); (33) Learning Transfer Strategies: Impact on Changed Leadership Understandings and Practice (Sandra Harris, Michael Hopson and Vicky Farrow); (34) Charting a Course in the Preparation of School Leaders: Quality, Quantity, or Both? (Hal Holloman, Art Rouse, Marjorie Ringler and Lynn K. Bradshaw); (35) Navigating Learning and Teaching in Educational Administration: Educating Aspiring Principals in Wisdom (Richard M. Jacobs); (36) Preparing School Leaders to Support Rural Communities of the Future (William K. Larson, Aimee Howley and Lawrence Burgess); (37) Navigating the Future through Practice: A Heuristic Model of the Role of Supervision in the School Improvement Process (Ronald A. Lindahl); (38) Considerations for Navigating the Staffing of Principal Preparation Programs (Diane Ricciardi and Frankie Keels Williams); (39) Reaching the Tipping Point: The Interconnectedness of a School Leadership Program (Paul Sims, Michael Sukowski, and Margaret Trybus); (40) At the Tipping Point: Principal Preparation Internships through District and University Collaborations (Jenny S. Tripses and Diane Rutledge); (41) The Tipping Point: Knowledge Failure at the Vision, Mission, and Core Values Level (Sandra Watkins and Donna McCaw); and (42) Will Teacher Leadership be the "Tipping Point" for Principal Preparation Programs? (Ted Zigler and James G. Allen). Part 6, Navigating the Moral and Ethical Challenges, includes the following: (43) What Public School Principals Know about Educator Sexual Misconduct: Re-charting Leadership Preparation to Address Legal, Ethical, and Professional Responsibilities (Sylvia S. Cairns, Carol A. Mullen, Lenford C. Sutton and Janice R. Fauske); (44) How to Bring Our Educational Administration Programs Out of the 20th Century: A Moral Imperative--Reflections on the Levine and Murphy Recommendations (Effie N. Christie); (45) Reclaiming the Concepts of Calling, Professions, and Professional Obligations: A Mindful Pedagogy for Teaching the Ethics of School Administration to Future and Practicing School Leaders (Marla Susan Israel and Amanda M. Maddocks); (46) Sailing through the Murky Waters of Leadership Ethics: Use of Problem-Based Learning in an Educational Leadership Graduate (Eileen S. Johnson); and (47) Principals' Leadership Behaviors Affecting School Climate (Shirley Johnson, Steve Busch and Stacey Edmonson). A subject index and an author index are included. Individual papers contain tables, figures, references and appendices.