Exploring Principal Development and Teacher Outcomes

2020 ◽  
Keyword(s):  
Principal Development

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.

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.

Exploring Principal Development and Teacher Outcomes

2020 ◽  
pp. 221-228
Author(s):  
Jihyun Kim ◽  
Peter Youngs ◽  
Madeline Mavrogordato
Keyword(s):  
Principal Development

New settings and changing norms for principal development

1992 ◽  
Vol 24 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Philip Hallinger ◽  
Robert Wimpelberg
Keyword(s):  
Principal Development

Co-Operation for Africa

Africa ◽  
1933 ◽  
Vol 6 (1) ◽  
pp. 15-26 ◽  
Author(s):  
C. F. Strickland
Keyword(s):  
General Position ◽  
Large Scale ◽  
Self Control ◽  
Principal Development ◽  
East Indies ◽  
The People ◽  
Agricultural Societies ◽  
National Leaders ◽  
German System ◽  
Dutch East Indies

In every continent in which it has taken root, the co-operative movement has assumed new forms and adopted fresh methods. In Europe, its original home, the consumers' stores of England and the credit and agricultural societies of Germany grew up almost independently of one another. When transplanted to America and Australia, it acquired peculiar strength in the field of large-scale marketing. In Asia the principal development has been that of credit for the peasantry, though with less emphasis on economic and more on moral elements than in Europe. In each of these continents the people, especially the poorer classes, have derived great benefits from their societies, the European in his domestic purchases, the American in the orderly disposal of his produce, the Asiatic in relief from the yoke of usury and in training of character by self-control and mutual control. The majority of Asiatic countries learned the lesson from India, whence the co-operative idea spread first to Ceylon, British Malaya, and Siam, then to the Philippine Islands and China. Japan is an exception, her national leaders after travel and observation having imitated in many respects the German system; Palestine and the Dutch East Indies, the latest recruits, also draw inspiration from both European and Asiatic sources. The general position now is that, save in a few regions where government is still unsteady, Co-operation is universal outside Africa.

The Epistemic Ideal

2017 ◽  
Author(s):  
Robert Pasnau
Keyword(s):  
Human Beings ◽  
Principal Development ◽  
Aristotelian Metaphysics

This chapter describes the rise of a distinction between knowledge and science—a development that has its origins in the breakdown of scholastic Aristotelian metaphysics. This requires considering the framework in which epistemology was pursued for most of its history, which I call an idealized epistemology. Rather than take as its goal the analysis of our concept of knowledge, an idealized epistemology aspires, first, to describe the epistemic ideal that human beings might hope to achieve and then, second, to chart the various ways in which we commonly fall off from that ideal. The principal development considered is the turn from an expectation to grasp the deep essences of things toward a description of the phenomena that exhibits precision.

A synthesis of reviews of research on principal leadership in East Asia

2015 ◽  
Vol 53 (4) ◽  
pp. 554-570 ◽  
Author(s):  
Allan Walker ◽  
Philip Hallinger
Keyword(s):  
East Asia ◽  
School Leadership ◽  
Principal Leadership ◽  
Thematic Analysis ◽  
Structural Elements ◽  
Principal Development ◽  
Global Literature ◽  
Content Type ◽  
The Past ◽  
Applied Study

Purpose – The purpose of this paper is to synthesize findings from five systematic reviews of research on principal leadership in East Asia contained in this special issue. The goal is to identify commonalities as well as differences concerning both approaches to research and the enactment of school leadership within this rapidly developing and increasingly influential region of the world. Design/methodology/approach – The review uses thematic analysis of both structural elements and substantive findings drawn from the composite review papers. Findings – The synthesis of the research reviews found considerable variability across the five societies in terms of the volume of work accessible to international audiences, topical foci, the conceptual and methodological sophistication, and findings. Three content patterns were discerned via the thematic analysis of the five reviews: first, influences on the principalship (incorporating personal, cultural and political sub themes); second, principal leadership practices (including qualities and styles, vision, indirect influence on student learning and shared decision making); and third, principal development (including preparation, training and professional development). Research limitations/implications – In a broader sense, this synthesis paper seeks to assess the development of the field of applied study in East Asia over the past two decades. As such, the paper highlights implications for further building the knowledge base both in the region and globally. Originality/value – This synthesis, as well as the five reviews, represent the first effort to mark the boundaries of knowledge about school leadership in these East Asian societies. As such, they lay a foundation for the future development of the field in the region, and in so doing also make a contribution to a more diverse global literature in the field.

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