Professional Development in Principals

Paterson, Kent, "The Professional Development of Principals: Innovations and Opportunities. Educational Administration Quarterly. April 2002. Volume 38. No. 2 (213-232).

This article articulates the importance of professional development programs as preservice preparation for principals. Paterson states that over the next 5 years districts are expected to replace more than 60% of all principals. These people will lead their schools for the next 15-20 years. He then discussed the four major elements of his article. The first is the importance of identifying critical program structures and key cultural elements. The second is to make a portrait of the landscape of professional development for principals. The third is to look to a variety of programs that have integrated structural arrangements and strong cultural elements that could enhance learning. The fourth is to make a recommendation for the design of professional development for principals.

Paterson feels that program characteristics include structural elements, cultural mission, curriculum, instructional approaches, use of time as well as cultural elements such as rituals, ceremonies, symbols and values. Included in structural arrangements are things such as clear mission and purpose, curriculum coherence, a variety of instructional strategies, linkage to state initiatives and certification, use of information technologies, length and time structure.

He cites some examples of programs, such as Gheens Academy in Louisville, Kentucky. He also some programs of professional development in national reform programs, such as The National Principals' Academies, Harvard's Principals' Center Institutes, and Vanderbilt International Principals' Institute. He specifically discussed CSLA, the California State Leadership Academy and its various programs as well as CLASS, the Chicago Principals and Administrators Association and its various programs. Suffice it to say that many of these programs have many levels and varied ways to get at teaching the important elements.

He then went on to give some recommendations, many of which I found extremely helpful. Make training career staged (inexperienced administrators have different concerns than experienced ones). He suggests even a training program for aspiring administrators. Selection into these programs should use multiple measures and be rigorous and fair. Programs should have well-conceived structures, clear focus, and strong culture-building elements. They should be designed to enhance learning. He suggests an intensive experience over a significant period of time combining multi-day retreats with daylong and partial day meetings organized over the year. These training experiences should also include ways to deepen knowledge, such as study groups, advanced seminars, reading and discussion groups, presentations, attendance at conferences, and opportunities to become coaches, facilitators, or trainers themselves. These programs should also be carefully designed and sequenced to coincide with prior learning. Pedagogy and training strategies should enhance learning and motivation. In other words, they should be varied, engaging, and encompassing of the latest technologies. Learning and the job should be embedded whenever possible. They should involve thinking, reflection, analysis, and practice and should build strong cultures. Lastly, they should be linked to state standards and preparation program models.

While it may not seem that this article held much of value, I felt that it did. I enjoyed learning the about the various programs out there to train administrators. I did not bore you with all the minute details. For example, the Chicago Institute gets its administrators from that pool; in fact, they train their own teachers who are heading towards administration. Can you think of a better way to provide your teachers with the culture of your community, hence, receiving administrators who know exactly what the communities are like? That seems pretty smart to me.

Many of his comments about administrative programs seem to be common sense, but I'm not sure when really examining them. I was drawn to the rigor he seemed to call for because I think many people in administrative programs are there for the boost in salary, not necessarily because they have a burning desire to become administrators. The other opportunities he listed were also great ideas. Of course, being an English teacher I am greatly drawn to reading and discussion groups and study groups. Attending national conferences would be a great experience and a chance to meet and network with other people from all over the country in similar situations. The point about sequenced with attention to prior learning is also important. It seems that so many times in education, we make no effort with sequencing. It's rare to have those moments when you are taking a couple course, and they actually seem to merge. Those are "aha" moments for me, and I wish they occurred more often.

I have not looked into administrative programs enough to know whether Wisconsin's schools fit these criteria or not. I wholeheartedly agree with you when you talk about the importance of educational theories, etc. Administrators should understand education from its beginnings until now to have a true grasp on the public school system. Rigor should be expected of us. Even if schools have only provided reactions to society and not been catalysts for change, we are still running the schools. The way administrators choose to respond to societal pressures and changes influences the way schools respond and affects vast numbers of people.