This paper examines some issues associated with emerging educational programs and training concepts and suggests some basic organizing principles for developing competency-based programs for the education of school leaders. The issues discussed include the following: (a) reliability of instructional systems in producing desired outcomes, (b) identification of relevant competencies, (c) level of specificity, (d) prespecification of outcomes, (e) the theory-practice continuum, and (f) the problem of transfer. From a program perspective, there are three phases leading to competency mastery for the educational leader. Phase one focuses on learnings at the knowledge and comprehension level. Phase two places greater stress on application-level learning, which could be realized through simulation activities, lab sessions, and school-centered projects. Phase three is the administrative internship. Eleven basic guidelines for developing a competency model conclude this paper. Program goals and a program structure are illustrated; a 15-item bibliography is included. (PD)