Doctor of Education Capstone
Original Publication Date
Virginia Commonwealth University, School of Education, Department of Educational Leadership
Date of Submission
The intent of this paper is to provide a mixed-methods audit of professional development provided to K-12 school leadership in Virginia's diverse landscape to include identification of providers, funding, effectiveness, and expectations.
In the Commonwealth of Virginia, geographical, political, and socio-economical differences across 132 school divisions cause variability in leaders' experiences with professional development. A mixed-methods approach was used, including a review of current literature, an online survey, virtual interviews, and virtual focus group discussions. This data collection results in a comprehensive audit of professional development provided to school leaders in Virginia's diverse landscape. The study defines effective professional development for school leaders and considers commonalities and disparities of school leaders' experience with professional development, including divisions' commitment to funding, leaders’ access to providers, and leaders’ exposure to traditional and emerging content topics in order to provide recommendations to Virginia Commonwealth University's School of Education as an external provider of professional development for school leaders.
© The Author
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Special Education Administration Commons