The Role of Teacher Professional Development in Turnaround Principals' Approach to Raising Student Achievement

A collective case study methodology is used to explore how high school turnaround principals leveraged the professional development of teachers to raise student achievement. The study also sought to capture the characteristics of the professional development programs principals implemented. Interview data were collected from five turnaround principals and from teachers who served under their leadership. Data were analyzed to determine the frequency with which principals and teachers referred to specific leadership approaches. Student pass rates on standardized math and reading tests were used to measure student achievement. A cross-case analysis of cases revealed key leadership considerations and professional development plan characteristics.