NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820420
Record Type: Journal
Publication Date: 2007
Pages: 56
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1467-9620
Helping Teachers Learn: Principals as Professional Development Leaders
Drago-Severson, Eleanor
Teachers College Record, v109 n1 p70-125 2007
Through qualitative interviews and document analysis, this nationwide study investigated how 25 principals from a sample of public, Catholic, and independent schools with varying financial resources understand the practices they use to support teacher learning. This Spencer grant-funded research illuminates how these leaders understand the challenges (e.g., financial, human) they face in supporting teacher learning and highlights their creative responses to challenges. This paper describes (1) four broad initiatives principals employ to support teacher learning and (2) the developmental principles underlying the practices. This investigation offers insight into another way to accomplish important national goals, illuminates robust practices that can support adults with different learning needs, preferences, and developmental orientations, and points toward a different, learning-oriented way of conceptualizing and exercising leadership in support of teacher development.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A