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

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.

A review of state policies on principal professional development

Although principal professional development (PPD) has been proven to improve school performance at various levels, professional development (PD) for teachers receives more time, resources, and attention at both district and state level. When PPD is provided it often does not meet research-based recommendations. The literature was reviewed and five criteria areas with multiple indicators for effective PPD outlined; these were subsequently revised and validated by experts in the field. The PPD certification policies of each U.S. state that made this information publicly accessible was examined through Department of Education websites, with clarification by phone when necessary. This study revealed that only one state met all indicators, and that most states did not have comprehensive, research-based PPD policies. Given the significant effect school leadership has on student achievement and school improvement, further research on PPD implementation should be prioritized.

Examining the professional development for principals regarding teacher evaluation and the relationship to student achievement

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The mixed method convergent study was conducted to explore the impact of principal professional development practices on teacher evaluation and student EOC scores in high schools in southwest Missouri. Electronic survey data (Qualtrics) were analyzed from 33 certified principals in 33 secondary sites across southwest Missouri. Additionally, a qualitative survey was extended to the principals who completed the quantitative survey. The Leader Member Exchange Theory provided a lens for examining the professional development of principals regarding teacher evaluation within the research study. The quantitative results of the study revealed no correlation between principal professional development regarding teacher evaluation and student EOC scores. Additional qualitative data found that upon being hired, principals indicated they received less than 10 hours of professional development on teacher evaluation per school year. Additionally, 41% of respondents reported either they were not assigned a mentor upon becoming a principal or their mentor was not beneficial. Qualitative data collected during the study found principals perceive continuous development in post-evaluation meetings and more time practicing feedback conversations as a component of their development in becoming effective evaluators.

The Promise of Action Research: Lessons Learned From the Indiana Principal Leadership Institute

The purpose of this article is to describe a professional development program for principals focused on their engagement in action research, the systematic and intentional study by principals of their own administrative practice. The program is described in detail along with a brief analysis of the action research produced by the principals, a report of the principals’ perceptions of the action research experience from survey data, and the authors’ reflections on important considerations to take into account when designing a long-term program of principal professional development that endeavors to develop principals as action researchers.

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

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.