Conceptual Model of Leadership Academies for the Continuous Professional Development of Public School Principals: Accountability and Affordability

• In Event: Professional Development for Principals: Fidelity, Accountability, and Context

Abstract

This paper offers an initial review and analysis regarding the conceptual frameworks of four Metropolitan Professional Development Leadership Academies for Principals. The relevance and commonalities of the conceptual frameworks contribute to a proposed multifaceted conceptual model that illuminate and magnify the practices in Academies during this period of heightened scrutiny of principals. We integrate reviews of the literature and research on leadership and professional development to understand the increase calls for accountability measures that include evaluation of principals as they work with contextual factors of reduced resources and severe budget cuts. The proposed multifaceted conceptual model attempts to interlink what we know and discern what we know is not enough for the continuous professional development of principals in public schools.

Authors

• Jennifer Bell, Cypress - Fairbanks Independent School District

• John L. Taylor, The University of Arizona