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ERIC Number: EJ778961
Record Type: Journal
Publication Date: 2007-Nov
Pages: 6
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-1529-8957
High Priority: Teachers' Opportunities to Learn
Principal Leadership, v8 n3 p50-55 Nov 2007
Although most teachers are finished with their formal education, their desire to learn has not been extinguished. As important as initial teacher and administrator preparation are, the ability of a school leadership team to maximize the potential of each staff member is perhaps even more important to helping each student realize his or her potential. In fact, as "Breaking Ranks II" reminds readers, acquiring the skills, knowledge, and disposition to implement school reforms and bring about improved student performance rest firmly upon the shoulders of a robust, comprehensive, and ongoing professional development program. The need for well-planned professional development becomes even more apparent in light of the fact that many new teachers complete their formal education still under- or unprepared for the classroom. Yet how can one ensure that professional development focuses on realizing potential, helping participants become active players, and providing the content knowledge and instructional strategies that are required to prepare students for graduation? In this article, Breakthrough High Schools provide some insights on how professional development helped steer staff members in their efforts to improve student performance. Each school has a student population of at least 50% underrepresented minority students and a minimum of 50% of students qualifying for free or reduced-price meals and has achieved a rate of 90% graduation and acceptance into a postsecondary education program.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A