scholarly journals An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs

2021 ◽  
Vol 6 (2) ◽  
pp. 71-80
Author(s):  
SUZANNE RODRIGUEZ ◽  
Jennifer Moradian-Watson ◽  
Mariya Yukhymenko
Keyword(s):  
Professional Development ◽  
Rural Areas ◽  
Professional Standards ◽  
Principal Professional Development ◽  
Principal Development ◽  
Leadership Standards ◽  
Effective Professional Development ◽  
District Administrators ◽  
School District Administrators ◽  
Professional Leadership

Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.

scholarly journals New Practices for a New Day: Principal Professional Development to Support Performance Cultures in Schools

2015 ◽  
Vol 9 (1) ◽  
pp. 303-322 ◽  
Author(s):  
Sally J. Zepeda ◽  
Albert M. Jimenez ◽  
Philip D. Lanoue
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
School System ◽  
Central Office ◽  
The United States ◽  
Principal Professional Development ◽  
Shared Learning ◽  
Effective Professional Development ◽  
Performance Culture ◽  
A Performance

This study focuses on principal professional development in one school system in the United States to support a performance culture. With the leadership of the superintendent and central office leaders, principal learning communities were established to foster shared learning and professional development that enhanced their roles as lead learners in their buildings. Three primary themes emerged from the research: Beliefs Matter Only if Growth Matters, Transformational Professional Development Builds a Performance Culture, and Effective Professional Development Provides Safe Landing Change. The themes support that leading is learning. The implications of the research lie primarily in the realm of practice.

Teacher perceptions of effective professional development: insights for design

2021 ◽  
pp. 1-14
Author(s):  
Ling Zhang ◽  
Richard Allen Carter ◽  
Jihong Zhang ◽  
Tiffany L. Hunt ◽  
Christopher R. Emerling ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Effective Professional Development

Deconstructing Professionalism

2011 ◽  
Vol 3 (4) ◽  
pp. 22-31 ◽  
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

scholarly journals From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel

2018 ◽  
Vol 41 (1) ◽  
pp. 161-170
Author(s):  
Mali Nets
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Professional Learning ◽  
School Principals ◽  
Instructional Leader ◽  
Integrative Approach ◽  
Novice Principals ◽  
Principal Development ◽  
Northern District ◽  
The Impact

SummaryYear 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”22, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge23. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals24.

THE RACE TOWARDS THE UNIVERSAL HEALTH COVERAGE AND FACTORS INFLUENCING RADIOGRAPHERS CAREER CHOICE IN RURAL SETTLEMENTS IN NORTH-EASTERN NIGERIA

2021 ◽  
Vol 35 (1) ◽  
pp. 6-10
Author(s):  
Geofery Luntsi
Keyword(s):  
Professional Development ◽  
Career Choice ◽  
Rural Areas ◽  
Cross Sectional Study ◽  
Healthcare Sector ◽  
Health Coverage ◽  
Rural Settlements ◽  
Cross Sectional ◽  
The People ◽  
Social Amenities

Background: There is a human resource crisis in the healthcare sector in Nigeria. This is because of the existing inequitable distribution of the available meagre workforce which is itself not helped by the increasing and currently trending brain drain. Purpose: This study aimed at assessing the factors that influence radiographers choice of career in rural settlements in Northeastern Nigeria. Methods: A cross-sectional study was conducted among Radiographers in Northeastern Nigeria. A 21-item, self-administered semi-structured questionnaire was distributed over a six (6) month period, where 130 questionnaires were distributed. The questionnaire consisted of two sections; a: on demography; b: on factors (attractors and detractors) for career choice in rural areas. Content analysis was used to analyze qualitative data; descriptive statistics were used to analyze quantitative data. Statistical Package for Social Sciences (SPSS) version 21.0 was used. Results: A total of 91 questionnaires were retrieved, giving a response rate of 70%. There were 56 (61.5%) males and 35 (38.5%) females. About 82 (90.1 %) had B.Sc and 9 (9.9 %) had M.Sc as their highest qualification. The major attractors for accepting rural jobs were improved remuneration 97 (86.8%) and opportunity for continuous professional development 72 (79.1%). While major detractors were, the cultural and traditional beliefs of the people in rural areas 23 (25.3%) and the lack of social amenities/poor infrastructure 22 (24.2%). Conclusion: The attractors for radiographers to rural areas in this study were; improved remuneration, availability of equipment, professional development, availability of social amenities and security among others. To recruit and retain radiographers in the rural areas, government, recruitment agencies and employers should in addition to good remuneration motivate the radiographers by providing adequate power, security, rural posting allowances, good functional equipment and a working and learning environment.

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Ali Nawab ◽  
Tajuddin Sharar
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Rural Areas ◽  
Influential Factor ◽  
Development Programs ◽  
Study Approach ◽  
Rural Pakistan ◽  
Group Interviews ◽  
Quality Professional Development ◽  
Education Managers

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

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