Principal centered professional development

Unseen forces: The impact of social culture on school leadership

“…Scholars assert that principals' values, beliefs, and experiences are salient to understanding how they exercise educational leadership (Barth, 1986;Dwyer, 1986;Leithwood, Begley, & Cousins, 1992). The length of a principal's teaching experience also is positively associated with instructional leadership activity, for example (Eberts & Stone, 1988;Glasman, 1984;Leithwood et al, 1992).…”

Support for beginning principals: First hurdles are highest

“…The school principalship, in general, has recently been the focus of considerable attention by scholars (Lipham, 1981;Barth, 1985). Ever since the school effectiveness movement and its supporters (Edmonds, 1981;Brookover & Lezotte, 1981) proclaimed that the principal is the key component of productive schools, the view that the principalship is worthy of much attention by theorists, researchers, and practitioners alike has been widely accepted.…”

Principals' Perceptions Of Professional Development: Options That Support Effective Leadership

“…Though the need for collaborative process to create desired educational outcomes is given some mention in the document, there is vagueness in the language that relates to the outcomes indicators (Pitre & Smith, 2004). Center are supported in their growth by working in a structured and protected setting, maximizing diversity, using principals as a resource, and providing support through an variety of formats (Barth, 1986). The Principals' Center is interested in what principals know and do, and in what others think principals should be able to know and do" (Barth, 1986, p. 7).…”