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The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002

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Bibliographic Details
Title: The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002
Language: English
Authors: Herrmann, Mariesa, Clark, Melissa, James-Burdumy, Susanne, Tuttle, Christina, Kautz, Tim, Knechtel, Virginia, Dotter, Dallas, Wulsin, Claire Smither, Deke, John, National Center for Education Evaluation and Regional Assistance (ED)
Source: National Center for Education Evaluation and Regional Assistance. 2019.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2019
Contract Number: EDIES14C0028
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Principals, Professional Development, Instructional Leadership, Leadership Qualities, Program Effectiveness, Feedback (Response), Academic Achievement, Teacher Competencies, Educational Environment, Persistence, Labor Turnover, Teacher Recruitment, Teacher Persistence, Faculty Development, Leadership Responsibility, Elementary Schools, Achievement Gains, Human Capital, Teacher Attitudes, Observation, Language Arts, Mathematics Achievement
Abstract: Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program. [For the one page highlights to this study, "The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002," see ED599490. For the appendices to this study, "The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002," see ED599491.]
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/pubs/20200002/
Entry Date: 2019
Accession Number: ED599489
Database: ERIC
Description
Abstract:Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program. [For the one page highlights to this study, "The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002," see ED599490. For the appendices to this study, "The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002," see ED599491.]