Analyzing principal professional development practices through the lens of adult learning theory

Abstract

This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting professional development to career development; individualizing professional development; engaging multiple sources of professional development; adapting, not adopting, externally provided professional development; aligning and focusing professional development; ensuring ongoing scheduled professional development; encouraging mentoring relations; providing data-informed and job-embedded professional development; and strategic planning of principal professional development. Although these practices possessed certain characteristics of adult learning -they were problem centered, relevancy oriented, and goal oriented -they were, however, rarely self-directed. By examining current principal professional development practices through the lens of adult learning theory, these findings contribute new knowledge about current principal professional development and offer implications for the use of adult learning theory in planning and providing principal professional learning.

New Practices for a New Day: Principal Professional Development to Support Performance Cultures in Schools

“…From the research and literature, professional development is effective when it extends over time (Darling-Hammond & McLaughlin, 2011), includes follow-up as part of the process (Darling-Hammond & Falk, 2013), is embedded within the work day at the site (Zepeda, 2015), promotes collaboration and reflection on practice (Creemer, Kyriakides, & Antoniou, 2013), uses varied strategies (Drago-Severson, 2009), and is coherent, linking to other support processes such as supervision and coaching (Desimone, 2011;Zepeda, 2015). The research and literature about principal professional development not only mirror these ideas (Zepeda, Parylo, & Bengtson, 2013) but also emphasize:…”

“…• The development of networks (Shakeshaft, Becker, Mann, Reardon, & Robinson, 2013) to mobilize knowledge with peer support (Chitpin, 2014) that reflects the "everyday fragmented world of schools" (Shakeshaft et al, 2013, p. 5); • The context specific nature of the school and the system (Zepeda et al, 2013); • Purposeful structures to be reflective in a collaborative space (Chitpin, 2014) to promote the "social construction of professional practice" (Browne- Ferrigno & Muth, 2004, p. 471); and, • Promote an action orientation to address the need to continually change practice (Somprach, Popoonsak, & Ngang, 2014).…”

Can Pedagogical Considerations Overcome Political Constraints? Principals’ Perceptions of Leading in a Divided Community

“…As a result, school leaders' work has always been considered stressful and demanding (Bush & Jackson, 2002;Clarke, 2006;Creighton, 2005, p. 77;Dinham, 2011, p. 4;Huber, 2004;Møller, 2012;Ramsey, 2006;Sorenson, 2006). They need to cope with complexity (Zepeda, Parylo, & Bengtson, 2014) following the vast spectrum of challenges and responsibilities created by the changing nature of student learners, the expansion of new technologies, the various demands presented by teachers and parents, and the turbulent educational environment in which schools operate (Nir, 2016). School leaders, thus, must be highly proficient jugglers when attempting to maneuver and successfully navigate among constraints and contradictory interests embedded in schools' internal and external context (Clarke & Wildy, 2010).…”

Learning for principals: New Zealand secondary principals describe their reality

“…To do that they need to articulate and sustain a strong educational vision and have well-developed relational skills (Duignan, 2012; Kelchtermans et al, 2011). They also need an understanding of adult learning theory to organize and participate in professional learning and development (Timperley et al, 2007; Zepeda et al, 2014). A tension has been identified ‘between the breadth of the principal’s role and its desirable focus on pedagogical leadership that is not easily overcome’ (Morris, 2014: 1).…”