Description
This study sought to describe the structures districts put in place to support instructional leadership development for principals. Using qualitative data sources (interviews, focus groups, observations, and records review), the study examined the perception of the community of practice of the leaders within a district. The purpose of this study was to explore the structure employed by one successful urban district by examining the professional development of the principals within the district. The study examined the district structures created to support ongoing, job-embedded professional development for principals. The study aimed to describe a structure for developing and supporting the instructional leadership of the principals, further contributing to the research on principal professional development. Five key themes emerged from the data: (a) district professional development structures; (b) accountability (c) community of practice; (d) principal collaboration; and (e) use of time. Further analysis of these themes revealed the importance of structures that support leaders at the individual and district level, including peer mentoring, principal coaching, and regular systematic professional development for principals.
