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Training and Technical Assistance Center

The Role of the Administrator in Effective School-based Professional Development

By Martha Ann Stallings, Ed.D. and Brad E. Bizzell, Ed.S.

 

“Powerful professional learning is a gift to educators who seldom have a chance to reflect on their own teaching and learning.” (Easton, 2005)

Our work takes us into schools throughout western Virginia daily providing us the opportunity to see many exemplary professional practices.  It is widely accepted that principal leadership is one of the most important factors in a school’s use of such practices and the school’s subsequent success (Peterson and Cosner, 2005). These successful schools recognize the power of continuous learning for their highly qualified teachers.  They spend time developing professional development plans. Book study groups, professional discussion groups, workshops, instructional coaching and other means are often being utilized as components of comprehensive, coherent professional development plans for schools.  How important is the role of the building principal in establishing effective professional development? 

In their book, Transfer of Training, Broad and Newstrom (1992) provided a model that used a matrix to illustrate factors affecting training transfer.  The model combined the roles of manager, trainee and trainer with the timeframes of before, during and after a training event.  Their research showed that what was done by the manager before the training event had the greatest impact on training transfer.  Further, it showed that what was done by the manager after training had the third greatest impact on transfer.  (see insert for complete matix)  We believe this industry model fits well in a school organizational setting making it clear that the principal’s (manager) role is critical in the successful implementation of a school’s professional development program.

Who has the greatest influence on training leading to a change in a behavior and when are their actions most important?

The Bob Pike Group (2003) adapted from Transfer of Training
(Broad and Newstrom, 1992)

What can the principal do before professional development activities to increase the likelihood of resulting positive behaviors changes?  In Schools that Learn, Peter Senge (2000) stated, “Your (the administrator’s) primary influence is in the environment you create – an environment that encourages awareness and reflection, that gives people the tools and training that they ask for, and that enables them to develop their own ability to make choices.” (p. 273).  Encouraging collaboration, inquiry, and risk-taking through your modeling of these characteristics helps create an environment where teachers feel safe to learn and try new things. Additionally, prior to any staff development activity the principal can:

• Ensure that professional development planning is done collaboratively with input from teachers, staff, parents, and central office administrators.
• Talk with teachers frequently about what they need to meet the learning needs of students.
• Provide guidance to ensure that the professional development plans are consistent with the school’s and division’s goals for teaching and learning.
• Solicit support from central office administrators for the activities including necessary funding, materials and follow-up.
• Create structures that require and provide the time for teachers to work collaboratively.  (DuFour, 2004)
• Select (or have teachers self-select) teachers for professional development activities based upon their individual needs within the framework of the school’s goals.
• Work with professional developers who understand and utilize high quality, participant-centered, professional development strategies.

What can the principal do after a professional development activity to encourage positive outcomes?  Rick DuFour (2004) wrote, “It is only when a staff begins to apply new learning that teachers will come to the deeper level of understanding that enables them to adapt to new practices to their own setting.” (p. 63).  Joyner (in Senge, 2000) stated, “if nothing concrete happens within 30 days after a session, nothing will ever happen.” (p. 381). 

As principal, you can support early application of new learning through:

• Providing time and structures for reflection on new learning.
• Having a plan for implementation of new learning that includes providing necessary materials, follow-up training, peer support/coaching, and evaluation
• Recognizing that “successful innovations require patience, persistence and sustained effort over time.” (Senge, 2000, p. 272).
• Visiting classrooms frequently to “verify consistent implementation and provide additional materials or training if needed.” (Chrisman, 2005, p. 20)
• Evaluating the effectiveness of professional development through a variety of means including student achievement data.

Effective schools rely on the coordinated efforts of teachers, staff, parents, administrators and community members.  Schools are not successful solely from the work of the principal, but it is clear that the leadership of a building principal is critical to the success of all schools.  Creating organizations where professional learning is routine to the daily business of teachers is needed to meet the demands of our public.  Relying upon the staff development day workshop or after-school “drive-bys” to meet your school’s professional development needs is not adequate.  Successful professional development is not a training “event” but rather includes many essential structures, processes and routines that involve your staff on a regular basis.  Offer your teachers the gift provided by powerful professional learning.

 

References:

Broad, M. and Newstrom, J. (1992). Transfer of training: Action-packed strategies to ensure big payoff from training investments.  Reading, MA: Perseus Books.

Chrisman, V. (2005). How schools sustain success. Educational Leadership, 62 (5). 16-20.

DuFour, R. (2004). The best staff development is in the workplace, not in a workshop.  JSD: The Journal of the National Staff Development Council. 25 (2), 63-64.

Easton, L. (2005). Power plays: Proven methods of professional learning pack a force.  JSD: The Journal of the National Staff Development Council, 26 (2), 54-57.

Senge, P. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents and everyone who cares about education. New York, NY: Doubleday.

The Bob Pike Group, (2003). Train the trainer workshop materials.