324 K-12 LEADERSHIP PRACTICES
Desimone et al., found that low teacher turnover (stability) was more closely related to
participating in effective professional development than was policy alignment (2007). In this
policy paradigm, implementation success is largely dependent on the perception and capacity
of the individual educator. This framework specifically diminished the utility of sanctions and
rewards, as utilized in education policy in the 1960s and 1970s. Unlike the systemic,
standards-based reforms of the 1980s and 1990s (Raber, Roach & Fraser, 1998), this
framework for policy implementation suggests that local implementers are able (and,
assumedly willing) to implement policies that resonate with their professional sensibilities,
rather than merely looking for contextual cohesion.
Thus, effective policy implementation should be based on best practices in professional
development related to student achievement and school improvement. That is, it should focus
on monitoring teacher effectiveness, creating expectations for students, and developing and
maintaining a vision for learning and a school culture for school improvement. The
professional development actions of the principals should be sustained over time, context-
specific, and embedded in their day-to-day work. The policy itself is more likely to be
implemented with fidelity if it is persuasive and principals are in a stabile environment. It is
more likely to be implemented through minimal compliance if the policy is seen to be
misaligned and inconsistent with local context and values.
Based on the study in New Jersey, Firestone et al. suggested that state policies that are
more “pointed” in nature may support greater fidelity to implementation. Other states that
require on-going professional development as a requirement for licensure renewal provide a
policy environment to test the degree to which “pointed policies” result in local
implementation. North Carolina is one state that can be used for this purpose.
NORTH CAROLINA ADMINISTRATOR LICENSURE RENEWAL
North Carolina updated its administrator certification standards in 2002 (Toye et al., 2007)
and has aligned much of its state administrator development policy since then into a coherent
system (Adams & Copeland, 2005; Sanders & Simpson, 2005). North Carolina has a tiered
licensure system, the Standard Professional License I and II for both teachers and
administrators. The Standard Professional License I entitles the holder to begin practice and
the Standard Professional License II is issued for ongoing practice (16 North Carolina
Administrative Code 06C .0304, effective 2006). The Administrator/Supervisor credential is
differentiated by role, as suggested by Adams and Copeland (2005), and includes
endorsements for superintendent, assistant or associate superintendent, principal, assistant
principal, or curriculum-instructional specialist, (North Carolina Administrative Code, 2006;
Toye et al., 2007).
Standard Professional License II is the terminal license in North Carolina and is renewable
every five years. Renewal is based on completing 15 CEUs of renewal credit based on a
metric of one credit per higher education quarter hour or 2/3 semester hour of higher
education credit. One CEU is also equal to ten hours of professional development. The CEUs
may be based on college or university credit, professional development activities approved by
the local district, National Board Certification activities, or locally agreed upon independent
study activities. As of July 1, 2007, school administrators must earn at least five CEUs each
cycle focused on “the principal's role in teacher effectiveness, teacher evaluations, teacher
support programs, teacher leadership, teacher empowerment, and teacher retention” (16 North
Carolina Administrative Code 06c .0307, effective 2006). All licensed teachers and
administrators currently employed in North Carolina, must maintain an individual