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ERIC Number: EJ790439
Record Type: Journal
Publication Date: 2008
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0276-928X
A Winding Path: Tucson Follows Circuitous Route toward Professional Learning for Principals
Scarborough, Harriet Arzu
Journal of Staff Development, v29 n2 p21-23 Spr 2008
Principals manage schools, ensuring that nothing interrupts business as usual. They spend little time on instruction. A good principal is the one who works in a high-achieving school that has no significant management problems. Districts celebrate improved student results by recognizing an outstanding crop of students, rarely pointing to the quality of teaching in a school. Before accountability reached Tucson Unified School District (TUSD) in Arizona in 2003, it embodied this image. In 2000, TUSD's leadership set ambitious five-year goals for the district but failed to develop a blueprint for achieving those goals. Frustrated by the lack of progress towards the goals in three years, the district designed a plan of action in 2003 that focused on school-level interventions that would improve student achievements. This article describes the significant piece of that new action plan which was targeted professional learning for principals to support those interventions.
National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona