The author looks at some of the assumptions underlying staff development programs, examines some existing formats, and suggests ways to heighten the value of investments in staff development, particulary at mid-career. Two programs are emphasized--the Mid Career Program in Educational Administration, which is for experienced administrators, and the National Program for Educational Leadership, which is for persons interested in entering educational administration. Whatever the program, it must deal with the problem of acquiring knowledge and utilizing it--or, bridging the gap between theory and practice. The approach stressed here, clinical education, is defined as the process of learning in field settings where the sustaining emphasis is knowledge application, feedback, appraisal, and reapplication directly to affect improvements in human performance. Two essential skill areas stressed in the clinical setting are communication skills and political skills. (Author/IRT)