Characteristics and Features of Quality Professional Development Programs
Over the next few years, districts are expected to replace upwards of 60 percent of all principals. This new cohort of principals will lead their schools for some 15–20 years, though the first quarter of the new century. It is crucial to provide high quality preparation programs for these principals. It is equally important for districts, associations, states, and other organizations to develop and offer carefully designed professional development programs over the careers of these leaders.
Professional development programs for school administrators have varied considerably and have a variety of important characteristics and features (Kelley and Peterson, 2000). Each of these features should be considered to serve the needs of administrators in the design of programs. Some of the features of quality programs include the following:
- Clear Focus and Purpose
- Curriculum Coherence
- Instructional Strategies
- Location
- Length and Time Structure
- Program Culture and Symbols
- Linkage to State Initiatives and Program Policies
- Information Technology
- Linkage to Organizational History, Values, Mission and Community
Clear Focus and Purpose
Many professional development institutes focus on particular managerial or leadership skills needed for administrators to implement high quality curriculum and instructional strategies in their schools. Some of these programs are very instrumental, in that they focus on teaching highly specific skills in implementing a particular program (such as Success for All). Other programs have the purpose of building broad-based, deep understanding of leadership and its role in school improvement. An additional purpose is providing the opportunity to reflect on new educational trends and on the deeper purposes of education and learning for children in urban settings. Some are also designed to provide renewal for school leaders. Finally, an important purpose of district level administrator development is to provide a high quality and continuous flow of effective school leaders to the district's schools. In sum, it is necessary to articulate clearly the purpose of the program and to ensure coherence in offerings.
Curriculum Coherence
It is critically important to have coherence and alignment in the curriculum of principal professional development programs. Both within and across programs, curriculum should have an integrated, carefully planned set of topics, skills, and conceptualizations based on a defined sequence of well-considered learning objectives. Additionally, more successful training will occur if there are consistent views of leadership and management embedded in curricula. Finally, developing a consistent language for the programs can enhance learning.
Instructional Strategies
For the most successful learning to occur, professional development for principals should use a variety of strategies that are related to the nature of the material taught and learner needs. A variety of approaches may include experiential learning, use of newer information technologies, small group work, simulation, videotapes, role-playing, case study, and action research. These can significantly improve the effectiveness of the program. Additionally, personal journaling and self-reflection can deepen leadership skills.
Location
Programs should carefully consider the location and setting of the professional development activities. A professional atmosphere, good food, comfortable ergonomic chairs, and high-quality audiovisual equipment can make a significant difference in learning. Providing a top-quality location can enhance learning.
Length and Time Structure
While the most common professional development programs for administrators are one-shot workshops, a more successful approach is to have all-day and multiple-session meetings over the entire year. The short sessions can provide information on smaller topics, but a longer experience with a cohort group can have a greater impact on learning and the development of professional networks in the district. A combination of summer program and school year meetings is a successful approach.
Program Culture and Symbols
Some of the most successful professional development programs for principals develop a strong, positive culture among participants with a clear set of symbols and ceremonies. This involves attention to the development of a shared culture, use of traditions and ceremonies in the training, and attention to the logos and symbols of the program. A strong culture in a professional development program is likely to build commitment and identification with the program and its mission.
Linkage to State Initiatives and Program Policies
Given the number of different programs both states and reform programs are promoting, it seems important to link professional development with those initiatives and approaches. Developing a program that incorporates the language of state and program initiatives can be useful.
Information Technology
Many programs are zealous in using the most current internet-based instruction, videotaped feedback, and computer-based training in programs. While these can provide and extremely important addition to the program, they should only be used when they significantly improve the quality of teaching and learning. They should not be used simply because they are the most fashionable idea around. Nonetheless, the information technologies can provide new approaches to professional development. A program might consider using a combination of internet-based modules for providing information or practice in managerial skills related to budgeting or planning, using streaming video to provide lectures and information to schools, or using CD-ROM based instruction to enhance existing formats.
Linkage to Organizational History, Values, Mission and Community
A state or district program has the opportunity to develop a strong and meaningful linkage with district values, mission, and community. District programs, like those in corporations should address and reinforce:
- The organization's mission,
- The underlying beliefs about what learning is,
- What an educated student looks like,
- Knowledge of the history of the organization,
- Knowledge of approaches to curriculum and instruction that are part of the culture of the district,
- Understanding of the history of union relationships and conflicts,
- Understanding of the managerial systems in the district or state (such as budgeting and personnel), and
- A deep understanding of the district and/or state culture (Kelly and Petersen, 2000); Conger and Benjamin, 1999).
Resources
Excerpted from The Professional Development of Principals: Innovations and Opportunities by Kent Peterson (2001).
Dr. Peterson is a member of the e-Lead Advisory Board and is a professor in the Department of Educational Administration at the University of Wisconsin-Madison. This paper was commissioned for the first meeting of the National Commission for the Advancement of Educational Leadership Preparation (NCAELP), which took place on February 7–8, 2002, and was published in Educational Administration Quarterly.