What is Known About Principals’ Professional Learning?: Characterizing the Literature Since No Child Left Behind

• In Event: AERA Roundtable Session Friday 11:45 am
  In Roundtable Session: Preparing Principals for Complexity: Equity, Crisis, and the Future of Leadership Learning

Abstract

Principals play a key role in students’ learning and schools’ success, but their learning has been the subject of surprisingly little analysis. We address this gap by conducting what we believe is the first systematic review of peer-reviewed, empirical, published literature on principal learning opportunities over the past 25 years. We found that most studies in our sample were conducted in the U.S., used qualitative methods, and studied learning opportunities that focused on facilitating collaboration. Few opportunities centered on equity. As pressures on principals mount, it becomes even more important to understand how to support their learning moving forward.

Authors

• Morgaen L. Donaldson, University of Connecticut

• Jessica G. Rigby, University of Washington

• Jason A. Grissom, Vanderbilt University

• Elizabeth Rose Farnham, University of Connecticut

• Michael Martin, University of Connecticut

• Stephanie R. Forman, University of Washington

• Michelle Doughty, Vanderbilt University