Abstract
A pressing need on principals and their demands for personal professional development is improving their performance based on evaluation policy standards. State policy standards dictate how principals evaluate teachers and how they are evaluated. Surveying rural principals we investigated the current understanding of state standards and needs for professional development. Rural districts in Utah are remote and isolated. This research highlighted that within Utah rural schools, small school principals have different needs and practices when compared to medium sized rural school principals. Small school principals reported having spent two hours less in collaborating with and mentoring their teachers than did medium school principals. Small school principals also spent less time collaborating with other principals. Based on these results, we recommend that district and state administrators and policy makers target small school principals to provide the needed professional development to assist them in an already isolated and overloaded position.
Highlights
A pressing need on principals and their demands for personal professional development is improving their performance based on evaluation policy standards
From this policy, teachers are evaluated by the Utah Effective Teaching Standards (UETS), which are based on the 10 Interstate Teacher Assessment and Support Consortium (InTASC) standards
This study provided an initial view of what rural principals felt they understood and learned about the newly established Utah teachers and leaders standards
Summary
A pressing need on principals and their demands for personal professional development is improving their performance based on evaluation policy standards. Surveying rural principals we investigated the current understanding of state standards and needs for professional development. Driven by national leadership standards, the shift in the role of the principal as an instructional leader has increased the need to continually develop professionally (Spanneut et al, 2012). The most recent pressing need on principals and their demands for personal professional development are improving their performance based on evaluation policy standards. Principals are evaluated by the Utah Educational Leadership Standards (UELS) These six standards are based on the national Interstate School Leader Licensure Consortium (ISLLC) six standards. New mandates requiring principals to be more effective are placing added pressure on an already difficult position as a rural school principal
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