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• W1581718145 abstract "ABSTRACT Principals are often required to operate educational programs under a growing number of federal and state mandates for which they have limited knowledge and available recourses. This paper presents the results of a survey of 102 principals from 52 elementary schools, 25 middle schools, and 25 high schools within the state of Virginia. The survey instrument was administered during the 2008 school year and contained 25 professional development statements that previous research indicated were necessary for practicing principals. The primary purpose of this study was to investigate the perceptions of Virginia public school principals concerning their desirability for professional development training in order to meet current accountability measures. The results were analyzed by the following demographic characteristics: principal experience level, level of school (elementary, middle, or high school), the percentage of minority children, children with IEPs, children with limited English proficiency, and children in poverty; Title 1 status; and AYP accreditation. These results have implications for public school systems to determine principal needs and provide the necessary training to meet current mandates. Additionally, this information would allow advocacy and outreach professional organizations for school principals to design workshops that focus their efforts on the most needed professional development areas. INTRODUCTION Today's American educational system is facing a revolutionary change involving highstakes testing designed to raise student achievement. The No Child Left Behind Act (NCLB) is potentially the most significant educational initiative to have been enacted in decades (Simpson, LaCava, & Graner, 2004), and NCLB affects virtually every person employed in the public school system (Heath, 2006). This legislation is unprecedented in its expectation that all students, regardless of disability, native language, race, socioeconomic status, or ethnicity, meet the standards in English and mathematics. Albrecht and Joles (2003) verified that NCLB outlined the most rigorous and exacting set of standards-based strategies; it was enacted for reforming schools and implemented a mandate that all schools demonstrate adequate yearly progress. All schools must make detailed annual reports on the progress of all children, as well as report the progress of four subgroups: minority children, children with disabilities, children with limited English proficiency, and children from low-income families (Heath, 2006). While schools that meet adequate yearly progress receive financial rewards, public recognition, and accolades, those schools that do not meet minimum performance standards receive sanctions and are at risk of the state taking control of their school for state-initiated improvement. The rigorous accountability standards of NCLB are undeniable. The effects are farreaching, and every individual within each school community has a vested interest in this era that demands that all children meet these high standards, regardless of race, language, socioeconomic status, or disability. Without question, the No Child Left Behind Act reinforces a change in the way school leadership is perceived in the United States. The Institute for Educational Leadership (2002) offers the following: Even as communities shine a public spotlight on principals when their schools ' test scores are released and prescribe stiff penalties for many when their schools perform below expectations, current principals find very little in their professional preparation or ongoing professional development that equip them for this new role. Nor are they supported in this leadership role by their school districts, which, for decades, have expected principals to do little more than follow orders, oversee school staff and contain conflict. So instead, principals mainly stick with what they know, struggling to juggle the multiplying demands of running a school in a sea of rising expectations, complex student needs, enhanced accountability, expanding diversity, record enrollments and staff shortfalls. …" @default.
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• W1581718145 date "2011-04-01" @default.
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• W1581718145 title "Principal Desirabilitiy for Professional Development" @default.
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