Leadership standards: Professional Development Schools versus non-Professional Development Schools

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.

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Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel

Advances in Research on Teaching - International Teacher Education: Promising Pedagogies (Part A) ◽

10.1108/s1479-368720140000022009 ◽

2014 ◽

pp. 113-136

Author(s):

Arie Kizel

Keyword(s):

Professional Development ◽

Professional Development Schools

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What Do We Know about Accountability and Resources in Professional Development Schools?

Teachers College Record ◽

10.1177/016146811111301413 ◽

2011 ◽

Vol 113 (14) ◽

pp. 531-566

Author(s):

Diane Yendol-Hoppey ◽

Jason Jude Smith

Keyword(s):

Professional Development ◽

Professional Development Schools

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Transformative Professional Development

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch006 ◽

2016 ◽

pp. 73-87

Author(s):

Brian T. Kissel ◽

Kateri Thunder ◽

Linde Rickert Tassell ◽

Jane Hansen

Keyword(s):

Professional Development ◽

Professional Development Schools ◽

Collaborative Teams ◽

Educational Settings ◽

Development Team ◽

Process Study ◽

Development Teams

This chapter begins by describing the authors' professional development team and its influence in schools where they have engaged in professional development partnerships. Next, the authors offer literature that supports the need for professional development teams in educational settings. Then, referring to the excited conversation above, they show how they study students, write about them, share writings, and share this work in schools. The authors end by explaining how this recursive process—study, write, share—might serve as a PD prototype for other collaborative teams within Professional Development Schools.

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