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Learning outside the classroom: how principals define and prepare to become teaching leaders

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Document pages: 15 pages

Abstract: This qualitative study investigated 50 practice principals in Rocky Mountain States to explore which elements of responsibility these education leaders identified as part of their teaching leadership roles. The study also examines the experiences of these principals that they believe will help them become school teaching leaders, especially in teacher supervision and evaluation, the use of technology to support students learning, and the use of data to guide teaching practice. Through research, these areas are identified as an important part of teaching leadership. A plan to prepare school leaders and STAS by determining the specific actions of principals to determine their teaching leadership responsibilitiese and district personnel who provide professional development for principals can develop learning experiences that could more effectively support principals’ success as instructional leaders.

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