Examining Effective Principal Professional Development Through a University-District Sponsored Principals Academy

2017 ◽  
Vol 39 (2) ◽  
pp. 87-106
Author(s):  
David M. Boren ◽  
Pamela R. Hallam ◽  
Nicole C Ray ◽  
Colin L Gill ◽  
Kuanchen Li
Keyword(s):  
Professional Development ◽  
Principal Professional Development ◽  
Effective Principal

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 A review of state policies on principal professional development

2020 ◽  
Vol 28 ◽  
pp. 24
Author(s):  
Keith Davis ◽  
Deborah Rogers ◽  
Martin Harrigan
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
School Improvement ◽  
School Leadership ◽  
School Performance ◽  
State Level ◽  
State Policies ◽  
Department Of Education ◽  
Principal Professional Development ◽  
Multiple Indicators

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.

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

2015 ◽  
Vol 9 (1) ◽  
pp. 59-79
Author(s):  
Nancy Fichtman Dana ◽  
Linda Marrs-Morford ◽  
Shelley Roberts
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Principal Leadership ◽  
Development Program ◽  
Lessons Learned ◽  
Research Experience ◽  
Principal Professional Development ◽  
Administrative Practice ◽  
Principals Perceptions

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.

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