Professional Development for Principals
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Principle: Principal as Lead Learner
Focus question: What is effective professional development for principals?
development for principals is an important tool for reform. Some of
the models of effective professional development for teachers also
work with principals. In the process, principals learn that taking
time for their own professional development is not taking time from
We suggest that
you read the following article, included in the Appendix at the back
of this Guide, prior to viewing Workshop 7:
At an Annenberg
Institute for School Reform National School Reform Faculty (NSRF)
Meeting, principals reflect on the toll to health, personal life,
and relationships and describe some of the steps they have taken to
alleviate the stress of being a principal.
Rob Evans Group
"Purpose and conduct"
At another NSRF
Meeting, Rob Evans discusses how principals need to keep focused on
what they can changenamely, purpose and conduct.
East Middle School
"Principals''Critical Friends Group"
years, Wendy has been the leader of a principal's Critical Friends
Group (CFG). In the early evening, principals gather in Wendy's office
for a monthly discussion about school leadership issues. At this meeting,
one principal gets help with a staff problem. In the interview segments,
Wendy describes how the CFG is structured and sustained.
"Bette's dilemma: tracking"
At a meeting
with other principals and teachers, a middle school principal, Bette
Manchester, follows a protocol for discussion called a consultancy
in order to get help with opposition to her plan to eliminate tracking
Site Discussion Questions
(remember to choose a Structure from those listed on pages 12 to 14)
- How do you
find/make time for our own learning without feeling as though it
is taking away from your school?
- What is the
difference between an informal network of principals and a formalized
one? How do you get a network started, nurtured, and sustained?
- What is the
best use of a principal's professional learning time?
- As the principal
in my school, what knowledge and skills do I need to increase student
learning? How do I acquire it?
- Describe a
professional development experience that had a major impact on your
- How will you
build on the professional development that was formed in this workshop?
As a group,
you may want to get together in groups of four and try a consultancy.
Here is an outline of the protocol:
Time: 30 minutes
whose work/issue is being discussed by the group
who participates and keeps time
group, the others present for the protocol
- (5 min) The
presenters give a quick overview of their work/dilemma. They give
the context and highlight major issues or problems with which they
are struggling. The consultancy group is silent.
- (3 min) The
consultancy group asks clarifying questions. The presenters respond
to the questions, but there is no discussion of their responses
by the larger group.
- (10 min) The
consultancy group then talks with each other about the work/dilemma
and issues presented. What did you hear? What didn't you hear that
you needed to know more about? What do you think about the issues?
The conversation should be about the strengths and gaps. The presenters
are not allowed to speak during this discussion, but instead listen
and take notes.
- (7 min) The
presenter then responds to the discussion, followed by a whole group
and K. DeBenedictis. "Principal Power: Key to Site-Based Management."
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L. and M. W. McLaughlin. "Policies that Support Professional
Development in an Era of Reform," Phi Delta Kappan April
Evans, R. The
Human Side of School Change. San Francisco: Jossey-Bass, 1996.
Evans, P. and
N. Mohr. "Professional Development for Principals: Seven Core
Beliefs." Phi Delta Kappan March 1999.
Farsan, R. Management
of the Absurd. New York: Simon & Schuster, 1996.
Fullan, M. "Coordinating
School and District Development in Restructuring." Restructuring
Schools: Learning from Ongoing Efforts. Eds. J. Murphy and P.Hallinger.
Newbury Park, CA: Sage, 1993: 186-202.
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VA: Assoc. for Supervision and Curriculum, 1994: 186-202.
Fullan, M. "Guidelines
for Action." What's Worth Fighting for in the Principalship.
New York: Teachers College, 3. (1997): 25-41.
Confronted HSPS (Hyperactive Superficial Principal Syndrome) and Began
to Deal with the Heart of the Matter." Phi Delta Kappan
Jan 1996: 336-345.
"Norms of Collegiality and Experimentation: Workplace Conditions
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"The Principal as a Team Builder." The Principal. May
Maurer, R. Beyond
the Wall of Resistance, Austin, TX: Bard, 1996.
F. and Robert Kottkamp. Reflective Practice for Educators.
Newbury Park, CA: Corwin, 1993.
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T. J. The Principalship: A Reflective Practice Perspective.
Boston, MA: Allyn & Bacon, 1991.
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Make a Difference. Alexandria, VA: Association for Supervision
and Curriculum Development, 1989.
of School Administrators. Internet Address: http://www.aasa.org/
for Supervision and Curriculum Development. Internet Address: http:
Internet Address: http://www.edweek.org/search.html?qs=professional+development&ref=ew
Clearinghouse Professional Development site. Internet Address: http://my.goenc.com/
Follow the Leader:
School Principals in Training. Internet Address: http://www.education-world.com/a_admin/admin048.shtml
of Elementary School Principals. Internet Address: http://www.naesp.org/
Goals: By the year 2000Professional Development. Internet Address
Society of Research
Administrators' Grantsweb. Internet Address: http://web.fie.com/cws/sra/resource.htm