This paper outlines an approach to administrator assessment and inservice education that contrasts with the frequently haphazard and diverse procedures now prevalent in Canada. The approach is based on the systematic identification of competencies required of an administrator. After reviewing trends in the "competency movement," consideration is given to current practices of interest to trustees and senior administrators in Canadian school systems. A study is cited that assessed the perceptions of supervisors, principals, and teachers concerning the actual and needed competencies of principals. The focus of the paper is on school-based administrators, with particular attention given to the school principal. (Author/JM)