Exploring the Nature of Implementation of Principal Professional Development Programs: What are Mechanisms for School Change?

This paper explores implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined: the dose of the intervention that principals received – how many sessions principals attended, and participant awareness and responsiveness – the extent to which principals used what they learned to work with teachers at their individual schools. We examine the relationship between principal attendance at a Professional Development Program (PDP) for school leaders and teacher familiarity with and participation in activities related to the PDP

The knowledge base on developing school leadership capacity is thin. While principal preparation and professional development programs are numerous, and new programs frequently appear on the scene, there is limited empirical evidence about whether and how these programs contribute to improved school leadership practice. We also lack robust empirical evidence about how school leadership practice is connected to teachers’ efforts to improve their teaching and to student achievement. To address these critical gaps in knowledge, we conducted a randomized control trial to evaluate a national training model of a district-level strategy for improving student achievement by developing principals’ knowledge and skills. The program is designed to develop principals’ capacity to lead intensive instructional improvement efforts in their schools.

1018_aera-2008lesnickgoldring.pdf