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ERIC Number: ED559617
Record Type: Non-Journal
Publication Date: 2013
Pages: 286
Abstractor: As Provided
ISBN: 978-1-3033-1843-6
Learning Leaders: How Do Award-Winning Principals Learn and Grow? Are There Commonalities in the Professional Development Practices of NAESP/NASSP Award-Winning Principals?
Hansen, Mark
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
The role a principal plays in school improvement has evolved over time. The transition from principal as manager to principal as instructional leader began with and was driven in large part by the effective schools movement of the 1970's and 1980's (Hallinger, 2003; Zigarelli, 1996). Since the inception of NCLB in 2001, the leader's role in improving student achievement has become an intensified national conversation, heightening the need to provide meaningful principal professional development to ensure effective school leadership (Hallinger, 2005; Leithwood, Louis, & Anderson, 2011; Louis, Dretzke, & Wahlstrom, 2010; Printy, 2010). In 2005, Marzano, Waters and McNulty conducted a meta-analysis that identified 21 leadership principles correlated to academic achievement of K-12 students. The purpose of this study was to determine if commonalities exist in the personal professional development activities and approaches of NAESP/NASSP award-winning principals, and how those practices align to these 21 research based leadership practices. Additionally, this study sought to identify which, if any, research based school leadership practices were most strongly correlated to those professional development activities and approaches utilized by award-winning principals. The research methodology utilized to determine the personal professional development (PPD) practices of award-winning principals in this study was that of a two-phase, explanatory sequential mixed methods study. After cataloguing nearly 15,000 PPD events through this study, analyzing survey results, and using a constant comparison method to analyze interviews from 12 award-winning principals the results suggest: 1) Award-winning principals are engaged in impactful PPD related to the 21 Responsibilities, averaging over 18 PPD events annually, 2) PPD specific to instructional leadership is evident, 3) Award-winning principals are not engaged in university coursework for PPD, 4) Award-winning principals receive PPD related to second-order change, 5) Peer networking and self-directed learning are critical components to meaningful PPD, and 6) District offerings, workshops and professional journals had limited to no impact 20% of the time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A