Abstract
The increased emphasis on standards-based school accountability since the passage of the No Child Left Behind Act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving student outcomes. While rural school districts are dealing with many of the same issues facing urban districts, there are unique challenges that rural school principals face. However, effective professional development that addresses the unique needs of rural school leaders can build essential leadership capacity that supports school success. This article discusses the results of a study on the professional development needs of rural high school principals for school improvement. These findings provide direction for the development of professional development activities that will enhance the leadership skills that principals need to guide school reform and reach higher standards of student achievement.
Highlights
The results of this research study on the professional development needs of rural high school principals to lead school improvement suggests that principals have strong preferences for activities that will help them create and sustain high-performing learning systems that ensure that all students meet high standards
They realized that effective communication is essential to determining instructional direction and motivating for defined results. They noted that understanding the change process is essential to sustaining continuous growth. All of their thoughts and preferences are in alignment with the literature regarding effective instructional leadership practices (Leithwood, Seashore-Louis, Anderson & Wahlstrom, 2004; Waters, Marzano & McNulty, 2003)
Professional development opportunities should be tailored to the needs of the participants and geared to actual leadership roles
Summary
The purpose of this study was to determine the professional development needs of high school principals to lead school improvement
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