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allocating budget and by creating favourable conditions for professional development of teachers. Teachers also look to the principal as a source of professional knowledge and expertise.

A principal’s role as manager is to establish and maintain a healthy learning environment in the school. Towards this purpose, a principal should have effective management skills which include the appointment of teachers who wish to learn within the profession, coordination of professional development activities, making decisions on school resources and priorities, time management, identification of new resources, and training of the teachers and visiting classrooms and evaluations.

Professional development design, delivery and content

The principal has an effective role in design, delivery and content of professional development. In fact, the principal is the most influential person in the school community to influence others and carry out professional development activities in the right direction. As Bredeson and Johansson (2000) identify, the principal should take the initiative in aligning professional development with school goals and teacher needs, empower teachers as decision makers, identify needs, develop ongoing planning processes, create dialogues on professional development, support a variety of learning opportunities for teachers and keep the focus on student learning. Collaborative planning, joint work, curriculum design; school based inquiry and deep conversations about teaching and learning represent different delivery strategies for meeting teachers’ needs.

Assessment of Professional Development Outcomes

Most of the literature findings see for example as well as practical approaches of evaluating professional development activities use a survey conducted among the participants. However, the principal should develop processes for the systematic collection and analysis of information on professional development in the school to decide where they are in the process of teacher learning and the effectiveness of professional development activities so far conducted (Bredson and Johanasson, 2000).

In my school, I conduct classroom observations through lead teachers and often myself. These classroom observations, especially after the professional development activities, help to evaluate how far the professional development has helped the teachers to change their classroom practices and to redirect them to improve on their weaker areas. Guskey (2000) has developed a five level set of criteria for professional development evaluation. Level one considers participants’ reactions. It is the most common way of evaluating evidence for professional development programmes. However, it is also the least informative as participants’ reactions to the professional development tend to be biased and subjective. Level two comprises participants’ learning from professional development programmes. This evaluation needs various methods since the learning may be cognitive, affective or behavioural. 

The third level consists of organizational support and change. It emphasises the need for support and motivation from the institution to have a long lasting effect of professional development in teachers’ practices. The fourth level emphasises the participants’ use of n本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。