Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not¶

Claim · All claims
Evidence · 1 study · causal r? · 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? Teachers in treatment schools reported less frequent instructional support and feedback than teachers in control schools, an effect in the direction opposite to the program's intent. → 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 · r?

In the randomized comparison of the 100 elementary schools, teacher survey reports showed treatment-group teachers reported "less frequent instructional support and feedback than teachers whose principals did not receive the professional development." No effect size is printed.

"In fact, teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not receive the professional development."

Discussion¶

Learner Variables¶

Social Supports — outcome: instruction changes it

An intensive principal professional development program did not change principals' practices in the ways intended by the program — a broader claim this one bears on
Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided — related
The principal professional development program did not improve student achievement in English language arts or math — related
Comparison-group contamination occurred in the Balanced Leadership® trial — related
According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases — related
Principals with elementary school teaching experience reported providing more extensive direct instructional support to teachers — related

Page metadata

Field	Value
`type`	`claim`
`id`	`principal-pd-teachers-report-less-instructional-support`
`title`	`Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not`
`description`	`Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not`
`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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