Opportunities for Principal Professional Learning: the Relationship Between Form and Content

• In Event: Building Equity-Centered Leadership: Readiness, Reflection, and Systemic Support

Abstract

Principals' learning needs are often not a priority in schools, yet we know that there are increasing demands that require new and more expertise. This paper reports on the qualitative interview data from a mixed-methods, multi-state study that sought to explore what principals learned and how they learned it. We found that the majority of effective professional learning was informal and driven by principals’ emergent needs; the main focus of formal professional learning was focused on instructional leadership; and opportunities for learning to lead for equity were less frequent than other topics and varied more by context. Our findings can support leaders across school organizations to reimagine how professional learning for principals is designed and implemented.

Authors

• Jason A. Grissom, Vanderbilt University

• Morgaen L. Donaldson, University of Connecticut

• Jessica G. Rigby, University of Washington