Principal leadership, school orientation toward innovation, and teacher professional community promote professional development quality, with mutual reinforcement¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The quality of professional development can be promoted by principal leadership, school orientation toward innovation, and the strength of teacher professional community. → Mark A. Smylie 2001 q2 i? High-quality professional development appears to strengthen these school-level supports in a mutually influential manner. → Mark A. Smylie 2001

Evidence¶

Mark A. Smylie 2001¶

Mark A. Smylie, Elaine Allensworth, Rebecca C. Greenberg, Rodney Harris, Stuart Luppescu. (2001). Teacher Professional Development in Chicago: Supporting Effective Practice. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-professional-development-chicago-supporting-effective-practice

q2 · i? · associational · r3

Finding from the report's analyses of school-level supports, using three-level hierarchical linear models on the 1997 and 1999 Consortium teacher surveys with school demographic controls. No effect sizes are printed.

"we found that the quality of professional development can be promoted by principal leadership, school orientation toward innovation, and the strength of teacher professional community. At the same time, high-quality teacher professional development appears to strengthen these school- level supports in a mutually influential manner."

Discussion¶

Related Claims¶

• Increased participation in professional development was not significantly related to later gains in school orientation toward innovation — related
• Higher quality professional development in 1997 predicts increases in school orientation toward innovation from 1997 to 1999 — related
• School organizational supports are associated with more interactive and less didactic instruction — related
• Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures — related
• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration — related
• An innovation and improvement space in local school communities brought forward new leaders — related
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — related
• The LEAD Partnership delivers professional development on play-based learning and high-quality teacher-student interactions to school leaders and preK and kindergarten teachers — related
• Effective leadership plays a pivotal role in guiding digital transformation in educational organizations — related
• Professional development frequency shows no significant relationship to didactic teaching, while quality and basic-skills content do — related
• Despite the shift toward indirect and integrated leadership perspectives, the principal retains a central role as the leader of leaders in the PIL knowledge base — related