The role of the principal has changed drastically from what was once known as a building manager to an instructional leader. Principals are the key lever to creating professional development with teachers in order to improve teaching and learning. The single most important variable to student achievement is the quality of the teacher in the classroom ( Darling-Hammond, 2014). In order to ensure teacher quality, principals need to understand adult learning theory and professional development design. I am examining using Wagner’s 4C’s how principals’ understanding of PD design can impact staff perceptions, beliefs and teacher quality. This study also looked at through Wagner’s “as is” and “to be” framework, identifying leadership strategies needed transformation of the current professional development happening in Sunny Side School District. Making this leadership shift, however, demands, resources, time and support. Professional development for educators must encompass more than training teachers: it must also help principals acquire the skills necessary to be successful. There is a call for legislative changes where the federal government invest time and resources to provide sustained professional development for teachers and school leaders.
","abstract_html":"<p>The role of the principal has changed drastically from what was once known as a building manager to an instructional leader. Principals are the key lever to creating professional development with teachers in order to improve teaching and learning. The single most important variable to student achievement is the quality of the teacher in the classroom ( Darling-Hammond, 2014). In order to ensure teacher quality, principals need to understand adult learning theory and professional development design. I am examining using Wagner’s 4C’s how principals’ understanding of PD design can impact staff perceptions, beliefs and teacher quality. This study also looked at through Wagner’s “as is” and “to be” framework, identifying leadership strategies needed transformation of the current professional development happening in Sunny Side School District. Making this leadership shift, however, demands, resources, time and support. Professional development for educators must encompass more than training teachers: it must also help principals acquire the skills necessary to be successful. There is a call for legislative changes where the federal government invest time and resources to provide sustained professional development for teachers and school leaders.</p>","abstract_has_math":false,"creators":["Metcalf, Brian"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Gloria McDaniel- Hall","Dr. Harrington Gibson","Dr. Kamau Rashid"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Adult and Continuing Education Administration","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/389","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Gloria McDaniel- Hall","Dr. Harrington Gibson","Dr. Kamau Rashid"]},{"key":"dc:creator","label":"Author","values":["Metcalf, Brian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult and Continuing Education Administration","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/389"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The role of the principal has changed drastically from what was once known as a building manager to an instructional leader. Principals are the key lever to creating professional development with teachers in order to improve teaching and learning. The single most important variable to student achievement is the quality of the teacher in the classroom ( Darling-Hammond, 2014). In order to ensure teacher quality, principals need to understand adult learning theory and professional development design. I am examining using Wagner’s 4C’s how principals’ understanding of PD design can impact staff perceptions, beliefs and teacher quality. This study also looked at through Wagner’s “as is” and “to be” framework, identifying leadership strategies needed transformation of the current professional development happening in Sunny Side School District. Making this leadership shift, however, demands, resources, time and support. Professional development for educators must encompass more than training teachers: it must also help principals acquire the skills necessary to be successful. There is a call for legislative changes where the federal government invest time and resources to provide sustained professional development for teachers and school leaders.
"]},{"key":"dc:title","label":"Title","values":["How Principals Understanding Of Best Practices In Professional Development Impacts Teacher Pedagogy"]}]}],"canonical_facts":{"dc:contributor":["Dr. Gloria McDaniel- Hall","Dr. Harrington Gibson","Dr. Kamau Rashid"],"dc:creator":["Metcalf, Brian"],"dc:date.available":["2019-05-23T07:00:00Z"],"dc:description.abstract":["The role of the principal has changed drastically from what was once known as a building manager to an instructional leader. Principals are the key lever to creating professional development with teachers in order to improve teaching and learning. The single most important variable to student achievement is the quality of the teacher in the classroom ( Darling-Hammond, 2014). In order to ensure teacher quality, principals need to understand adult learning theory and professional development design. I am examining using Wagner’s 4C’s how principals’ understanding of PD design can impact staff perceptions, beliefs and teacher quality. This study also looked at through Wagner’s “as is” and “to be” framework, identifying leadership strategies needed transformation of the current professional development happening in Sunny Side School District. Making this leadership shift, however, demands, resources, time and support. Professional development for educators must encompass more than training teachers: it must also help principals acquire the skills necessary to be successful. There is a call for legislative changes where the federal government invest time and resources to provide sustained professional development for teachers and school leaders.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/389"],"dc:subject":["Adult and Continuing Education Administration","Educational Administration and Supervision"],"dc:title":["How Principals Understanding Of Best Practices In Professional Development Impacts Teacher Pedagogy"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}