It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one…

This article argues that evaluation of professional development (PD) requires a focus on student learning and an evidential baseline to enable practitioners and school leaders to determine the impact of the PD in which they are engaged. Several models of evaluating PD are briefly considered and it is suggested that most of these enable programme…

This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…