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Ongoing Professional Development for Licensure Renewal: Has That Much Really Changed? 327

was local, the process was generally ongoing, and the professional development was closely
linked to the professional development that teachers received as a way to support teachers.
Administrators described attending sessions on middle school reform, writing across the
curriculum, cultural awareness, professional learning communities, brain research and brain-
compatible learning. Some administrators were relatively new to their position and also had
been involved in the state-sponsored leadership academy.
The state administrator evaluation system requires that each principal develop personal
growth plans and individual goals, based on school improvement plans. The pursuit of these
goals becomes the CEUs needed for licensure renewal. Growth plans were directly related to
student achievement and other district goals. As a principal noted:

Generally the superintendent gives goals for the county and then we have a discussion

of how does this effect me. We look at school goals, staff goals, and individual goals.

I look at strategic planning all year based on these goals.

Professional development generally fell into two categories: (a) curricular and
instructional strategies that were being implemented in the district and used by teachers; and,
(b) leadership and administration workshops geared toward evaluation, management of the
building, and personnel. Of the curricular and instructional strategies, assistant principals and
principals tended to attend professional development activities that were specified by
teachers. As one assistant principal noted, “I participate in professional development that is
offered to teachers. It helps me stay current and know what they are held accountable for. I
can be more effective in modeling behavior and evaluating instruction when I participate in
training.” The professional development related to teacher development tended to be multi-
year and part of a larger school or district initiative, such as the brain-compatible learning
initiative. To a lesser extent, administrators participated in workshops geared specifically to
building leadership. One of the districts that had a high percentage of new principals ran a
leadership academy for all administrators new to the district in which district strategic plans
were developed. Principals attended sessions on “walk throughs” and teacher evaluation.
The most prevalent form of professional development was provided within the district,
either by district officials or external experts. A priority was placed on providing professional
development in the district so that principals and teachers would not have to incur costs
driving to other places or staying in a hotel. The state department of education and
independent consultants were often mentioned as providers of professional development. Both
districts employed a turn-key training model. That is, relying on the person who was trained
externally to come back to the district and train others. Noticeably absent was any mention of
university-based education administration programs in the ongoing professional development
process outside of obtaining the initial administration degree.

DISCUSSION

This study was based on a two-part framework of best practices in professional
development and policy implementation based on authority, power, consistency, and stability.
Based on the interviews with assistant principals, principals, human resource directors, and
assistant superintendents, professional development appeared to reflect the elements of best
practice. Professional development was described as embedded in school reform, context-
specific, ongoing, and focused on student achievement and school improvement.
Administrators described attending instructionally-based sessions as a way to understand