An intensive principal professional development program did not change principals' practices in the ways intended by the program¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Although the program was implemented as planned, principals did not increase the number of times they observed teachers. → Herrmann 2019
Evidence¶
Herrmann 2019¶
Herrmann, M., Clark, M., James-Burdumy, S., Tuttle, C., Kautz, T., Knechtel, V., Dotter, D., Smither Wulsin, C., & Deke, J. (2019). The Effects of a Principal Professional Development Program Focused on Instructional Leadership (Study Highlights). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/study-highlights-the-effects-of-a-principal-professional-development-program-focused
q3 · i? · causal · r2
In a randomized trial of 100 elementary schools with half assigned to the program, the study reports that "principals did not increase the number of times they observed teachers" despite faithful implementation. No effect size is printed for this finding.
"Although the program was implemented as planned, principals did not increase the number of times they observed teachers."
Discussion¶
Related Claims¶
- Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — related
- The principal professional development program did not improve student achievement in English language arts or math — related
- Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not — a narrower finding that bears on this claim
- Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principal-pd-instructional-leadership-no-practice-change |
title |
An intensive principal professional development program did not change principals' practices in the ways intended by the program |
description |
An intensive principal professional development program did not change principals' practices in the ways intended by the program |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — herrmann-2019 |
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